Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being

2019 ◽  
Vol 76 ◽  
pp. 186-202 ◽  
Author(s):  
Patricia A. Jennings ◽  
Sebrina Doyle ◽  
Yoonkyung Oh ◽  
Damira Rasheed ◽  
Jennifer L. Frank ◽  
...  
Keyword(s):  
Emotional Competence ◽  
Care Program ◽  
Well Being ◽  
Social And Emotional

scholarly journals Loneliness and Mental Health During the COVID-19 Pandemic: A Study Among Dutch Older Adults

2020 ◽  
Author(s):  
Theo G van Tilburg ◽  
Stephanie Steinmetz ◽  
Elske Stolte ◽  
Henriëtte van der Roest ◽  
Daniel H de Vries
Keyword(s):  
Mental Health ◽  
Social Isolation ◽  
Mental Health Problems ◽  
Well Being ◽  
Community Dwelling ◽  
Social And Emotional ◽  
Emotional Loneliness ◽  
Consequent Reduction ◽  
Policy Measures

Abstract Objectives With the spread of COVID-19, the Netherlands implemented a policy to keep citizens physically distanced. We hypothesize that consequent reduction in the frequency of social contacts, personal losses, and the experience of general threats in society reduced well-being. Methods Data were collected from 1,679 Dutch community-dwelling participants aged 65–102 years comprising a longitudinal online panel. Social and emotional loneliness and mental health were measured in May 2020, that is, 2 months after the implementation of the measures, and earlier in October and November 2019. Results In this pandemic, the loneliness of older people increased, but mental health remained roughly stable. The policy measures for physical distancing did not cause much social isolation but personal losses, worries about the pandemic, and a decline in trust in societal institutions were associated with increased mental health problems and especially emotional loneliness. Discussion The consequences of long-term social isolation and well-being must be closely monitored.

scholarly journals FEMALE URINARY INCONTINENCE IN CANADA

2010 ◽  
Vol 16 (3) ◽  
pp. 111
Author(s):  
Harold P. Drutz
Keyword(s):  
Urinary Incontinence ◽  
Well Being ◽  
Developed Countries ◽  
The United States ◽  
Mount Sinai Hospital ◽  
Medical Attention ◽  
Age Group ◽  
Social And Emotional ◽  
Geriatric Center

In Canada, Urinary Incontinence (UI) is a significant medical and social problem which can be devastating to a women’s physical, social and emotional well being. As in other developed countries our population is aging. In 1993, 11.8 per cent of all Canadians were over age 65; by the year 2011, the proportion of this age group will be 14.0 per cent; by 2031, it will be 21.7 per cent (1). It is estimated that between 1.5 to 2.0 million Canadians (out of a population of just over 30 million) suffer from UI, yet only 1:12 will seek medical attention for this problem. UI is now the commonest cause of admission to long-term institutionalized centers in the United States and Canada. In Canada, we now spend over 1.5 billion dollars annually on this health care problem. At the Baycrest Geriatric Center (BGC) in Toronto, where we have a urogynecology branch of the unit at Mount Sinai Hospital (MSH), recent budget figures indicate that the hospital spends $320,000 (Cadanian) annually on adult diapers (2).

Examining the Impact of Spiritual Care in Long-Term Care

2013 ◽  
Vol 67 (1-2) ◽  
pp. 175-184 ◽  
Author(s):  
Sarah W. Nichols
Keyword(s):  
Pastoral Care ◽  
Spiritual Care ◽  
Long Term Care ◽  
Care Program ◽  
Chronically Ill ◽  
Well Being ◽  
Psychosocial Needs ◽  
Term Care ◽  
The Impact

This project examines the effects of spiritual care on chronically ill and aging populations and those who care for them by studying the development of a comprehensive Pastoral Care Program at Episcopal Communities & Services (ECS), a nonprofit that owns two Continuing Care Retirement Communities (CCRC) in Southern California (in 2010 ECS operated three communities). The study includes the vision, methodology, and specific steps taken to implement this spiritual care program and methods to measure its efficacy. Data is analyzed from satisfaction surveys conducted the year before the program's introduction and surveys taken 2 and 4 years after the institution of the Pastoral Care Program, along with anecdotal findings. Results indicated that spiritual awareness and satisfaction increased throughout the resident population after the Pastoral Care Program's establishment and that satisfaction levels continued to improve as the program developed over time. This study suggests that spiritual support (both religious and nonreligious) is a vital factor in well-being and quality of life at the end of life and that transdisciplinary palliative care is needed in long-term care settings to address spiritual and psychosocial needs.

scholarly journals TeamMates

2018 ◽  
Vol 32 (1) ◽  
Author(s):  
Jody C. Isernhagen
Keyword(s):  
Academic Achievement ◽  
Rural Communities ◽  
Student Perceptions ◽  
Emotional Support ◽  
Well Being ◽  
Mentoring Program ◽  
Social And Emotional ◽  
Low Achieving Students ◽  
Positive Effect

Numerous studies have found that mentoring has a positive effect on students who participate in it. Mentorship for students in rural communities is both necessary and challenging given the uphill battle these schools and communities face to improve their students’ academic achievement and emotional well-being. Through examining teacher, parent, and student perceptions of the TeamMates Mentoring Program in a rural Nebraska district, this study concluded that TeamMates is providing necessary social and emotional support to its mentees in rural schools, as well as encouraging them to improve their grades. However, TeamMates must continue to heighten its support of low-achieving students and to help fulfill students’ long-term goals.  

scholarly journals Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties

2020 ◽  
Vol 41 (3) ◽  
pp. 197-217
Author(s):  
Annemaree Carroll ◽  
Stephen Houghton ◽  
Kylee Forrest ◽  
Molly McCarthy ◽  
Emma Sanders-O’Connor
Keyword(s):  
Emotional Competence ◽  
Low Cost ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Practical Method ◽  
Emotional Learning ◽  
School Students ◽  
Social And Emotional ◽  
Behavioural Difficulties ◽  
Emotional And Behavioural Difficulties

School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.

Language regrets: mixed-ethnic children’s lost opportunity for minority language acquisition in Japan

Multilingua ◽  
2020 ◽  
Vol 39 (2) ◽  
pp. 213-237
Author(s):  
Janice Nakamura
Keyword(s):  
Grounded Theory ◽  
Family Relations ◽  
Well Being ◽  
Minority Language ◽  
Theory Approach ◽  
Social And Emotional ◽  
The Social ◽  
Grounded Theory Approach ◽  
Lost Opportunity

AbstractMixed-ethnic children in Japan do not usually acquire the language of their non-Japanese parent. This study looks at their lost opportunity to acquire their minority parent’s language through a retrospective investigation of their language experiences from childhood to young adulthood. Transcripts of interviews with ten mixed-ethnic children (ages 18 to 23) were analyzed based on the constructive grounded theory approach (Charmaz 2014Constructing grounded theory, 2nd edn. London: Sage). Analysis of codes which emerged from the interviews revealed that family relations, parents’ reluctance to speak the minority language and the prioritization of English were some of the factors perceived by the mixed-ethnic children to have contributed to the non-transmission of the minority language. Many of the children described their lost opportunity to acquire the minority language as regretful. Questions posed by Japanese people about their identity and language reminded some participants of their mixed-ethnicity and inability to speak the minority language. These findings suggest that the non-transmission of the minority language has long-term implications on the social and emotional well-being of mixed-ethnic children in Japan.

scholarly journals Teachers' social and emotional competence: A new approach of teacher education in Vietnam

2021 ◽  
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
General Education ◽  
Emotional Competence ◽  
Well Being ◽  
Career Motivation ◽  
New Approach ◽  
Social And Emotional ◽  
General Education Curriculum ◽  
Teacher Student

Abstract In the last two decades more and more studies have emphasized the central role of teachers' social and emotional competence in their teaching performance. In spite of this, there are not enough programs focused on developing teachers' social and emotional competence that are integrated into teacher education. This is particularly true in Vietnam where the concepts of social and emotional competence (SEC) and social and emotional learning (SEL) are rather new. In the study, we present four main emerging impact aspects of teachers' SEC including teachers' well-being and career motivation, teacher-student relationship, classroom management, and the effectiveness of SEL implementation. The article gives some recommendations for teacher education regarding SEC issue in Vietnam as well. These recommendations would contribute to develop a new approach of teacher education to meet the country's new general education curriculum enacted in 2020.

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