We need mutual aid too: group work instructors helping each other navigate online teaching

The introduction of COVID-19 disrupted almost every facet of global societies, including institutions of higher education. With limited time to prepare for the emergent shift to virtual instruction, few educators had the time or emotional energy to invest in course redesign to meet established standards of quality online education. Strained by lack of guidance from their institutions and limited confidence in teaching social group work virtually, twelve group work educators initially participated in a weekly mutual aid group of peer members sponsored by the International Association for Social Work with Groups. This paper describes the evolution of a peer-facilitated, international, mutual aid group for group work educators making the transition to an online format – its conception, formation, purpose, structure, facilitation, and process. The authors address the personal experiences of all members, and place the group into a theoretical context.

"We Felt Like Pioneers": Exploring the Social and Emotional Dimensions of Teachers' Learning during Online Professional Development

During the 2020-2021 academic year, teachers worked to adapt to newly virtual environments as the COVID-19 pandemic closed schools and moved both classrooms and professional development activity online. Even before the shift to online learning brought about by the COVID-19 pandemic, online professional development (PD) had become increasingly common. Researchers have highlighted the potential for online PD to help teachers reflect on their existing practices and develop and shift their understandings of teaching. Few studies, however, have considered the social and emotional components of teachers' learning in online settings. Responding to this gap, this case study examines the social and emotional dimensions of five middle school teachers' experiences over the course of a semester-long online professional development program. The findings highlight (a) the creation of a supportive and collaborative community online, (b) the co-occurrence of positive emotions and intellectual discussions, and (c) the impact of positive emotional experiences during online PD in supporting teachers' professional identity development. The findings can help researchers and educators understand the nuanced social and emotional dimensions that impact teachers' learning and experiences during PD.

International Recruitment: China Recruiters' Experience during COVID-19 Pandemic

The purpose of this qualitative study was to explore the experiences of China recruiters during the pandemic, particularly with their job stress and sense of job security. The study also explored the new norms of Chinese students' recruitment following the post-pandemic crisis. Using qualitative analysis, we found that China recruiters experienced different stressors during the pandemic regardless of their working location. The participants recognized the importance of communication and seeking institutional support to help overcome their stress during the pandemic. They suggested that higher education administrators should be sensitive to the needs of their international recruiters. The participants also suggested several new norms for future recruitment, such as using the hybrid recruitment model, promoting university collaboration, initiating joint programs between US and Chinese institutions, and hiring domestic recruiters. Implications for practice are discussed. [Note: The page range (104-120) shown on the PDF is incorrect. The correct page range is 104-121.]

What a Difference a Zoom Makes: Intercultural Interactions between Host and International Students

International students contribute to the academic and cultural life of universities yet they often face discrimination and isolation. Studies highlight that support from the host students can make the difference between an easy or difficult transition. This article is part of a larger project about host student perceptions of international students. Initial analysis indicated that social interactions among international and host students do not become intertwined informally and work best through planned interventions. During the pandemic institutions transitioned from face-to-face to online learning using zoom. We noticed a marked increase in interaction among students online and returned to our research participants to enquire what differences online learning had made to their intercultural experiences. This study focuses on the impact of Virtual Classrooms (VCs) on intercultural relationships, and shows that VCs offers a platform for increased interaction compared to face-to-face classrooms.

Online Health Education Program to Prevent Tobacco Use for Student Teachers during COVID-19 Pandemic in Thailand: Design, Challenges, and Outcomes

This study developed an online health education program by applying the Health Belief Model with social support to prevent tobacco use by student teachers and evaluated the effectiveness of the program during the COVID-19 pandemic in Thailand. This involved mixed method research divided into 2 phases, with phase 1 combining an online focus group discussion (n=8) and a literature review to develop an online health education program to prevent tobacco use, while phase 2 involved evaluating the effectiveness of the program. Phase 2 used a randomized pretest-posttest control group design consisting of an intervention group (n=30) and a control group (n=30) selected by simple random sampling for both groups from student teachers in academic years 1-5 in the Faculty of Education, Kasetsart University, Bangkok, Thailand. The result from phase 1 for the proposed program for the intervention group involved 8 weeks of online activities, including exercise, meditation, music, games and lectures by experts in public health, health education, and experiences shared by ex-smokers. Leaflets were provided to all participants in both the intervention and control groups. The results from phase 2 showed significant differences in knowledge (p < 0.000, p < 0.007), attitude (p < 0.000, p < 0.034) and risk behavior to tobacco use (p < 0.004, p < 0.025) for both the intervention and control groups at 8 weeks post-intervention compared to pre-intervention, respectively. The program could support, guidance, and contributions of the many individuals and organizations that have been involved in the online process.

Exploring Scholarly Productivity, Supports, and Challenges of Multinational Women Graduate Students during a Global Pandemic

The onset of the COVID-19 pandemic led to shifts in higher education globally. This study reports the tensions multinational women graduate students experienced due to the change in delivery methods caused by the pandemic. Additionally, they examined how the students felt about their changing roles and lived experiences. This study highlights areas that institutions should address along with the type and level of support provided to their graduate student population. The authors recommend that institutions focus on providing equitable resources for graduate students, help to develop a support network, both in-person and online, provide resources to maintain a healthy work-life balance, and provide outlets to reduce the stress involved in graduate study.

Conditions Fostering International Graduate Students' Happiness and Engagement during the COVID-19 Pandemic

This paper focuses on eight conditions that kept international master's students (IMS) in a Southern Ontario university happy and engaged in their studies during the first and second waves of the COVID-19 pandemic. Using the first phase of the Appreciative Inquiry's (AI) 4-D cycle--i.e., discovery--this doctoral study conducted 14 individual interviews and three focus group discussions to identify conditions that made the IMS students happier and more engaged despite pandemic-related challenges. The study is crucial in advancing positive experiences of IMS because existing literature has focused primarily on their challenges and problems. The study's use of AI, a strength-based theoretical and methodological approach, suggests the need to highlight the quality experiences of this minoritized group. Data revealed specific factors that brought about happiness and boosted IMS engagement in their studies, namely: financial and emotional support from family, responsive instructors, employment opportunities during the pandemic, and learning and engaging in extracurricular activities with colleagues and friends. Other conditions also proved crucial to participants' happiness and engagement in their studies, including: professionalism of non-teaching staff, the institution's learning management system and supporting online platforms, virtual access to campus software and other learning resources, and reduced travel time. Study findings aim to inform international student policy and enrich the international student experience literature.

Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic

This study examined the relationship between perceived social support and subjective well-being among college students in the context of online learning during the COVID-19 pandemic. 515 college students in China that participated in an online questionnaire investigation were selected as the research sample. The results showed that perceived social support was significantly and positively associated with life satisfaction and positive affect and was significantly and negatively related to negative affect among college students learning online during the COVID-19 pandemic. Psychological capital (PsyCap) significantly mediated the relationships between perceived social support and three subjective well-being variables. The present study provides some implications to protect college students' subjective well-being in the context of online learning during the COVID-19 pandemic.

The Pandemic Period and the Parent-Child Relationship

The aim of this study is to investigate parents' relationships with their children during the pandemic period. The study is a qualitative research study and was conducted with a case study design. The study group of this research consisted of 19 parents. The study group was selected using the criterion sampling method of purposive sampling. The criteria specified in this research were that parents should have a child attending preschool and at least a secondary school level of education. The research data were gathered during the 2019-2020 academic year via interviews conducted with parents having at least one child who was still receiving preschool education, using a semi-structured interview form. The study variables were age, occupation, education level, number of children, and cohabitation status of the parents. The data obtained from the interviews were analysed using the content analysis method. Accordingly, the researcher aimed to assess, through content analysis, the reasons for directly unobservable or non-quantifiable behaviours of the parents by conducting interviews. The research findings revealed that the positive aspects of the parent-child relationship during the pandemic were stated to be spending time together, sharing, doing activities, and communication, while the negative aspects were reported as social isolation, domestic conflicts, and mobile phone addiction. Changes in the mother-child relationship during the pandemic were revealed to be related to knowing each other, spending time together, conflicts, and obeying rules, while in terms of the father-child relationship, changes were seen in communication, doing activities and sense of responsibility. While participants evaluated domestic relationships positively with regard to being together, being supportive and positive communication, they regarded them negatively in terms of conflicts, communication problems and boredom. Lastly, participants stated that educational activities, playing games, watching educational videos and preparing food were the activities on which the most time was spent.

Experience of Transition to Distance Education in Secondary Education from the Eyes of Syrian Students during the Pandemic

This study aims to investigate the educational experiences of Syrian students, who switched to distance education due to the COVID-19 pandemic, and the factors affecting success in academic courses during this period. Descriptive survey model was used in this study. Research was conducted using the personal information form, the Distance Education Evaluation Questionnaire in the COVID-19 pandemic, and Academic motivation questionnaire in the COVID-19 pandemic. The study group consists of 200 students studying in Kahramanmaras in the 2020-2021 academic year and participating in the distance education during the pandemic. The frequency (f) and percent (%) values of the opinions of Syrian students studying in secondary education institutions were calculated. The findings obtained at the end of the research were discussed under the headings of (i) students' views on distance education, (ii) factors affecting academic motivation, (iii) changes in studying habits and (iv) academic psychological support of families and teachers during distance education.

Pods in Action: My Reflection Matters. A Virtual Village Where BIPOC Families "Unschool" Together

In 2020, twin forces inspired large numbers of U.S. families of color to look outside traditional schools for their children's education. First, as the COVID-19 pandemic caused schools to shift in and out of virtual or hybrid instruction, many parents looked for other options because they were concerned about keeping their children safe or were dissatisfied with the quality of instruction. At the same time, the racial reckoning that followed the murder of George Floyd sparked a national conversation about systemic racism. For many parents of color, this included questions about whether it would be healthier for their child to be educated outside a system they viewed as replicating injustices. The My Reflection Matters (MRM) Village provided the answer that some of those parents were seeking. MRM Village is a nationwide, virtual network of parents, students, and educators, formed with a mission to "cultivate a space that provides the supports, conversations, and healing required to decolonize adults' beliefs and practices around learning and parenting in order to raise free people." Initially an in-person, local organization, MRM launched its virtual "Village" platform in August 2020 to connect and support primarily Black, Indigenous, and People of Color (BIPOC) families. By summer 2021, MRM Village had amassed a membership of more than 600 parents, students, and educators across North America seeking a radically different, identity-affirming alternative to traditional schooling. This report provides an overview of MRM, which has provided an innovative unschooling environment that provides a safe, affirming space, allows for parents and students to take ownership over learning, and frees participants from systems rooted in systemic racism.

Mindfulness, Resilience, Perceived Social Support, and Emotional Well-Being for Santri during the COVID-19 Pandemic

The purpose of this study was to determine whether there is a relationship between mindfulness, resilience, and perceived social support with emotional well-being in santri during the COVID-19 pandemic. This study is quantitative. Data collection tools in this study used a mindfulness scale, resilience scale, perceived social support scale and emotional well-being scale. Subjects in this study amounted to 363 of the total population of 965 santri through the purposive accidental sampling technique. The method used in this study is a quantitative method with Structural Equation Modeling (SEM) techniques. The results of this study show the R Square value of 0,166 which means that the variables of mindfulness, resilience, and perceived social support have an effect of 16,6% on emotional well-being, while 83.4% is influenced by other variables. So that the proposed hypothesis is accepted, meaning that the higher the mindfulness, resilience, and perceived social support, the higher the perceived emotional well-being.

The Role of Academic Self-Efficacy and Social Support in Achieving Academic Flow in Online Learning

Academic flow is an important factor characterized by feelings of happiness, increase in concentration and self-control, focus and activities, thereby making students' learning effective. However, exploration of academic flow is still limited, specifically during the global pandemic, which forced students to study from home, including in Indonesia. Therefore, this study investigates the effect of students' academic self-efficacy and social support towards academic flow during the pandemic. Data were collected from 400 college students consisting of 135 males and 265 females. The measurements used in this study are Flow Inventory for Student, College Academic Self-Efficacy Scale (CASES), and Social Provisions Scale (SPS). Multiple linear regression analysis was conducted to test the hypotheses. The result showed that academic self-efficacy and social support positively and significantly influenced college students' academic flow during online learning. This means an increase in academic self-efficacy and social support will likely lead to a rise in academic flow, specifically during the pandemic.

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.

Yönetişim Íçin Bir Fırsat Penceresi: Covid 19 Salgını ile Mücadele Süreci

Koronavirüs salgını iktisadi ve sosyal hayat üzerinde derin bir hasar bırakmıştır. Salgınla mücadelede, ulusal ve uluslararası düzeyde yönetişim önerilmiştir. Güney Kore gibi ülkelerin yönetişim ile saǧladıǧı başarı bu öneriyi pekiştirmiştir. Bu çalışmada Koronavirüs salgını Kingdonun Çoklu Akış Modeli perspektifinden irdelenerek, krizin yönetişim için nasıl bir fırsat penceresi olduǧu ve Türkiyenin bu fırsatı ne ölçüde deǧerlendirebildiǧi tartışılmıştır. Türkiyede koronavirüsle mücadele sürecindeki temel faaliyetleri olan bilim kurulları, sosyal destek grupları ve bilgi yönetimi, yönetişimin çok aktörlülük, katılımcılık ve şeffaflık ilkeleriyle analiz edilmiştir. Sonuçta, (1) bilim kurullarının danışma kurulu niteliǧi, sosyal destek gruplarının saǧladıǧı üstün fayda yanında aǧırlıklı kamu görevlilerinden oluşması ve her iki kurumun kriz sonrasında etkinliǧini yitirmesi nedenleriyle çok aktörlülük ve katılımcılıǧın sınırlı bir örneǧini teşkil ettiǧi, (2) saǧlık ve saǧlık bakanlıǧı temelli bilgi yönetiminin şeffaflık ve katılımcılık açısından önemli bir etken olduǧu ve fakat şeffaflıǧa olan güvenin zamanla zayıfladıǧı, anlaşılmıştır. Sonuçta, Türkiyede yönetişimin pekişmesi yönünde ortaya çıkan fırsat penceresinin ancak sınırlı şekilde deǧerlendirilebildiǧi sonucuna ulaşılmıştır.Alternate :The coronavirus epidemic has left a deep damage on economic and social life. In the fight against the epidemic, governance at the national and international level has been proposed. The success of countries such as South Korea with governance has reinforced this proposal. In this study, the coronavirus epidemic was examined from the perspective of Kingdon's 'Multi-Stream Model', and it was discussed how the crisis was a window of opportunity for 'governance' and to what extent Turkey was able to seize this opportunity. Scientific committees, social support groups and information management, which are the main activities in the fight against coronavirus in Turkey, have been analyzed with the principles of multi-actor, participation and transparency of governance. As a result, (1) scientific committees constitute a limited example of multi-actor and participation due to the advisory board nature, the superior benefits provided by social support groups, as well as the fact that they are predominantly composed of public officials and both institutions lost their effectiveness after the crisis, (2) information management based on the ministry of health and health is an important factor in terms of transparency and participation, but the trust in transparency has weakened over time. As a result, it was concluded that the window of opportunity for the consolidation of governance in Turkey could only be evaluated in a limited way.

Difficulties in female mothers of school-aged children during COVID-19 confinement

The COVID-19 pandemic has had a social, economic, physical, and emotional health negative impact on the population, with women being one of the most affected groups. The objective of this work was to identify the difficulties and solution strategies of mothers of school-aged boys and girls, who were participants in a virtual self-help group during the COVID-19 confinement. Data was collected through documentary analysis and in depth questioning in the self-help group. The virtual field work was carried out during May and June 2020. During the pandemic, the main difficulties experienced by mothers of young children aged 3 to 12 years were: the overload of activities, stress, and exhaustion. This caused them feelings of anxiety, uncertainty, irritability, tiredness, and emotions of guilt and fear. The results made it possible to show the vulnerability of women, based on gender socialization, that has promoted an unequal distribution of roles and activities between both genders, assigning a greater burden of responsibilities to them. The importance of strengthening self-care, a social support network and co-responsibility with partners to face adverse situations is highlighted.Alternate : La pandemia por COVID-19 ha tenido un impacto social, económico y de salud física y emocional en la población, siendo las mujeres uno de los grupos mayormente afectados. El objetivo del presente trabajo fue identificar las dificultades y estrategias de solución de madres de niños y niñas en edad escolar, participantes de un grupo de autoayuda virtual durante el confinamiento por COVID-19. La recolección de datos se realizó mediante un análisis documental y una serie de preguntas detonadoras en el grupo de autoayuda. El trabajo de campo virtual se realizó durante los meses de mayo y junio de 2020. Durante la pandemia, las principales dificultades de las madres de familia con hijos e hijas pequeños, en edad entre 3 a 12 años, fueron sobrecarga de actividades, estrés y agotamiento, que les provocaron sentimientos de preocupación, incertidumbre, irritabilidad, cansancio y emociones de culpa y miedo. Los resultados permitieron evidenciar la vulnerabilidad de las mujeres, en función de la socialización de género, que ha promovido una distribución desigual de roles y actividades entre ambos sexos, asignando mayor carga de responsabilidades a ellas. Se destaca la importancia de fortalecer el autocuidado, la red de apoyo social y la corresponsabilidad con la pareja para hacer frente a las situaciones adversas.

Los grupos de autoayuda como recurso social en tiempos de crisis

La crisis del COVID-19 ha puesto de manifiesto la importancia de los recursos de apoyo social y la necesidad de crear y/o ampliar las redes sociales que proporcionen el apoyo necesario. Esto ha sido evidente ya que muchas personas perdieron sus fuentes de apoyo en las situaciones más necesitadas, incluido el apoyo público proporcionado por instituciones formales. Si bien aún no se ha evaluado la magnitud general del impacto social, se han planteado muchas preguntas, como resultado de esta crisis, sobre la mejora de los sistemas de apoyo existentes y el uso de otros posibles recursos sociales. Este ensayo tiene como objetivo arrojar luz sobre el papel de los grupos de autoayuda (también llamados grupos de autodesarrollo o crecimiento personal) como un recurso importante de apoyo social y resiliencia. Evidentemente, estos grupos han proporcionado un espacio para que las personas se conecten entre sí, compartan información útil, se brinden apoyo emocional e instrumental mutuo y desarrollen capacidad y resiliencia entre sus miembros. Esto ha sido más evidente durante la crisis de COVID-19, ya que las plataformas de autoayuda y ayuda mutua en línea desempeñaron un papel de apoyo clave cuando se restringió el movimiento. Argumentamos que los grupos de autoayuda representan un recurso social importante, no solo como un amortiguador contra las crisis, sino también como una herramienta para el cambio social y la mejora de la calidad de vida.Alternate :The COVID-19 crisis has highlighted the importance of social support resources and the need to create and/or expand social networks that provide the necessary support. This has been evident as many people lost their sources of support in the most needed situations, including public support provided by formal institutions. Although the overall magnitude of the social impact is yet to be evaluated, many questions have been raised, as a result of this crisis, about improving the existing systems of support and using other possible social resources. This essay aims to shed light on the role of self-help groups (also called self-development or personal growth groups) as a significant resource of social support and resilience. Evidently, these groups have provided a space for people to connect with each other, to share useful information, to mutually give emotional and instrumental support, and to build capacity and resilience among its members. This has been more evident during the COVID-19 crisis as online self-help and mutual aid platforms played a key supportive role when movement was restricted. We argue that self-help groups represent an important social resource, not only as a buffer against crises, but also as tool for social change and improving quality of life.

The Impact of Financial Incentives on Attendance and Motivation for Bariatric Support Groups

Background: Attending bariatric support groups is associated with higher weight loss post-bariatric surgery;however, attendance can be low due to several important barriers (e.g., time, motivation, distance). Incentivizing participation in desired behaviors is one strategy that has been used widely in many areas (e.g., health behaviors, work performance) but has not been used specifically to increase attendance to bariatric support groups. Methods: A single-center, prospective, pilot study was performed from January 1, 2020 - March 1, 2020 (timeline shortened drastically due to COVID-19 pandemic). Participants who were > 1-year postoperative were eligible to receive a monetary incentive ($20 per support group meeting) for attending bariatric surgery support groups. They also were asked to complete the Treatment Self-Regulation Questionnaire (TSRQ) to assess motivation at each support group they attended. Results: Attendance pre-incentive (2019) to post-incentive (2020) increased significantly (RR = 9.1, 95% CI: 4.8-19.2, p < .0001). Results from the TSRQ at baseline suggested higher intrinsic motivation (m = 4.75, sd = 1.09) than extrinsic motivation (m= 1.55, sd = 0.91), and there was no change in motivation level over time (p's > .05). Conclusions: This pilot study suggests the potential benefit of providing incentives to increase attendance to bariatric surgery support groups. It also suggests that motivation for many people participating in this study was intrinsic despite the provision of an extrinsic reward for attendance. Future research over a longer period may clarify what level and type of incentives provide the most benefit and how this impacts motivation over time.

Charity programme supports practices' mental health services

The article reports that the charity Mind Cymru has urged practice nurses in Wales to refer patients with mild to moderate mental health problems for Great Britain National Health Service (NHS) counseling to a free, guided self-help service. It mentions that the Active Monitoring programme can support practices' mental health service delivery.

Supporting family caregivers of patients with motor neurone disease

BackgroundAssessing caregivers’ needs is fast becoming a key instrument preventing carers’ crises, particularly when caring for patients with Motor Neurone Disease (Flemming, et al., 2020). Investigating factors contributing to carers breakdown in families living with and caring for people with Motor Neurone disease (MND) is a continuing concern within healthcare, particularly with current reduction in carers’ support services since the start of the COVID-19 pandemic (Carers UK, 2021).AimsThis quality improvement project aims to improve early recognition of fatigue in family caregivers of patients with MND by implementing an already validated carers needs assessment tool as part of routine family centred care.MethodsThe Carers Alert Thermometer [CAT] created by Edge Hill University, was piloted for a period of 8 weeks. The implementation process also included creating and developing an MND support group at the hospice every two weeks to support family care givers.ResultsDuring the project we found that staff felt more confident in using an assessment tool after the training session and that staff had a shared vision in providing support to family caregivers. A key finding of the project was that after creating and developing the MND support group, family members consistently improved their scores on how able they felt to continue providing care at the current level for the person.ConclusionEvaluation of the project showed greater patient and family caregiver satisfaction of hospice services, an increase in family caregivers’ confidence to continue to be a primary care giver and a reduction in anxiety around planning for the future.