ABSTRACT
Within the field of research on the promotion of teachers' social and emotional competence, the present paper illustrates preliminary evidence of the efficacy of a new training program named "ME4YOU" aimed at supporting teachers' self-reflexive competences to deal with the emotional and relational dimensions of teaching, with constant and continuous attention towards underlining the close connection between the way teachers perform as professionals at work and the way they function as individuals in their personal life. A total of 109 teachers from kindergarten to primary school took part in the experimental group, while 67 teachers constituted the control group; the two groups were compared using a pre-test/post-test approach with regard to some self-reported variables related to professional and personal aspects. Teachers in the experimental group exhibited increased levels of professional self-efficacy and self-efficacy as emotional socializers toward students' emotions; moreover-although with a more limited impact-they reported benefits with regard to their personal life (i.e., reduced denial of own emotions and improved authenticity). The findings are discussed highlighting that health promotion among teachers is both of value in itself and an investment that can generate health in the whole school system.
Subject(s)
Emotions , School Teachers , Humans , School Teachers/psychology , Female , Male , Adult , Professional Role , Self Efficacy , Middle Aged , Social Skills , Professional Competence , Health Promotion/methodsABSTRACT
This paper presents the development and the initial validation of a self-report questionnaire (the Facing the Pandemic Lockdown Questionnaire - FPLQ) focused on the way in which people faced the impact of the lockdown related to the Coronavirus Disease 19. 504 adults (81.55% females; M age = 32.71 years, SD = 11.19) took part to the study. Exploratory and confirmatory factor analyses revealed a 15-item 4-factor structure, invariant for gender and age: two dimensions related to maladaptive processes (i.e., "Perception of low social connectedness and lack of routines" and "Health worry") and two dimensions related to adaptive processes (i.e., "Positive re-thinking" and "Perception of online social connectedness"). Further, we investigated the associations between these dimensions and measures pertaining cognitive (i.e., internal and external health locus of control), emotional (i.e., positive and negative affect), and relational (i.e., attitude and behaviors toward civic engagement) processes, also testing the moderating role of gender and age. Finally, the potential usefulness of this new tool for both extant and future psychological research was highlighted.
ABSTRACT
The experience of hospitalization leads children to move away from their everyday life, such as school attendance. Participating in school activities and relating with classmates are important experiences in children's development and promote a general sense of school belonging. A scoping review was conducted on the sense of school belonging (SoSB) of school-age children with medical conditions. The review concerned four specific research questions: (a) How is SoSB studied and indexed? (b) Has research on this topic changed over time? (c) What methods and techniques are used to study this topic? and (d) What role does SoSB play in the life of pupils with medical conditions? Four databases were searched: PubMed, Scopus, PsycInfo, and Education Source. The abstract and full-paper screening process identified 10 articles. A qualitative line of argument metasynthesis highlighted numerous interesting aspects: SoSB is a psychological need for pupils with a medical condition and information and communication technologies (ICT) offer an opportunity to promote SoSB and make pupils feel greater levels of well-being, less pain, and fewer negative emotions. Promoting SoSB is important for fostering a better quality of life for children with illness, helping them feel more normal and part of the class, despite not being present; hospital and regular schools should engage in creating connection opportunities for pupils with medical condition and their classes.
