scholarly journals TEACHERS' SOCIAL AND EMOTIONAL HEALTH INDICATORS IN THE DISTANCE LEARNING SITUATION DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 15 (1) ◽  
pp. 26-38
Author(s):  
Guna Svence ◽  
Eva Gajdasova ◽  
Ala Petrulyte ◽  
Lūcija Kalnina ◽  
Lāsma Lagzdina ◽  
...  
Keyword(s):  
Distance Learning ◽  
Health Survey ◽  
Emotional Health ◽  
Well Being ◽  
Distance Teaching ◽  
Teacher Engagement ◽  
Social Emotional ◽  
Social And Emotional ◽  
Reaction Index ◽  
Emotional Burnout

There were 3 countries which participated in Erasmus+ project „Supporting teachers to face the challenge of distance teaching” (2020-1-LV01-KA226-SCH-094599) during last year. The aim of the project was to develop a well-functioning digital support system for teachers, promoting socio-emotional health and resilience. The main aim of this research was to outline a research problem on teacher well-being factors in three countries during the Covid-19 pandemic, when teachers worked remotely, and to further explore the problem in a focus group in Latvia. The following is a description of the study that was carried out in Latvia on the problems of teachers' social and emotional health factors during distance learning in 2020-2021. The study in Latvia took place in parallel with the study in Slovakia and Lithuania. This article describes the first part of the study in Latvia. One of the tasks of the study was to identify the factors that predicted teachers’ social and emotional health (SEH-T), to determine the relationships between teacher SEH, emotional burnout and teacher engagement in work indicators, and to perform a linguistic and psychometric adaptation of the teacher SEH-T (Social-emotional Health Survey – Teachers, Furlong and Gajdosova, 2019). Latvian teachers from different schools in Latvia participated in this study. Respondents completed three surveys: Teachers SEH-T (Social- emotional Health Survey – Teachers, Furlong and Gajdosova, 2018), Engaged Teachers Scale (ETS; Klassen, Yerdelen & Durksen, 2013) and the K. Maslach Burnout Survey – General Survey (MBI– GS, Maslach, Jackson & Leiter, 1996; Caune, 2004). The results showed that the translation of teachers' SEH-T survey into Latvian language had good internal coherence of articles, the article discrimination index indicator was statically significant, and the reaction index was within the normal range. Teachers SEH is positively predicted by teacher engagement indicators. Demographic and emotional burnout rates do not predict teachers' SEH-T scores. The results showed that there were statistically significant positive correlations between teacher SEH-T, teacher engagement, and emotional burnout rates. There were statistically significant negative correlations between teachers' SEH-T indicators, teacher involvement and emotional burnout indicators. Keywords: Teachers SEH, work engagement, emotional burnout

scholarly journals Examining the Social Emotional Health Survey-Secondary for Use with Latinx Youth

2020 ◽  
pp. 073428292095323
Author(s):  
Tameisha Hinton ◽  
Erin Dowdy ◽  
Michael J. Furlong ◽  
Karen Nylund-Gibson ◽  
Delwin Carter ◽  
...  
Keyword(s):  
Factor Structure ◽  
Health Survey ◽  
Culturally Responsive ◽  
Emotional Health ◽  
Latent Trait ◽  
Educational Practice ◽  
Assessment Practices ◽  
Social Emotional ◽  
Social And Emotional ◽  
Mean Differences

Culturally responsive assessment practices include validated measures appropriate for use with diverse populations. Considering the increasing population of Latinx students in US schools, measures need co-validated English and Spanish (Social and Emotional Health Survey (SEHS)) language forms. This study examined the SEHS-Secondary with Latinx students who completed a form in either Spanish or English. With a matched sample of 1404 Latinx students across 113 California schools, the analyses examined the factor structure, measurement invariance, and latent trait factor means of students who completed the SEHS in either Spanish or English. The factor structure was invariant across groups with some latent mean differences observed. Educational practice implications are considered.

scholarly journals Social-Emotional Health of University Students and the Importance of Its Research

2017 ◽  
Vol 7 (2) ◽  
pp. 79-85
Author(s):  
Mária Mehešová
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
University Students ◽  
Health Survey ◽  
Emotional Health ◽  
Well Being ◽  
Children And Youth ◽  
Social Emotional ◽  
Psychological Indicators ◽  
Questionnaire Method

Abstract Introduction: Health and well-being are crucial for individuals, a particular country as well as the whole society. Therefore, it is important to focus research on it, and the Social-Emotional Health Survey - Higher Education used on the sample of university students is a good example of it. Purpose: The aim of the article is to bring information on the current issues of social-emotional health in Slovakia and the possibilities of its measuring with the emphasis on the brand new international questionnaire method Social-Emotional Health Survey - Higher Education (SEHS-HE) by M. Furlong. Methods: The method measures four basic dimensions and twelve psychological indicators of social-emotional health of university students. It helps to find the strengths and health predictions of students. Conclusions: Mental health of young people is the priority of the Slovak National Treating Program for Children and Youth, from which goes the necessity to identify the mental health of various groups of people especially of children and youth, to support it and to create the conditions for its optimal development.

scholarly journals Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents

2019 ◽  
Vol 16 (24) ◽  
pp. 4982
Author(s):  
Jose A. Piqueras ◽  
Tiscar Rodriguez-Jimenez ◽  
Juan Carlos Marzo ◽  
Maria Rivera-Riquelme ◽  
Agustin E. Martinez-Gonzalez ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Health Survey ◽  
Emotional Regulation ◽  
Emotional Health ◽  
Well Being ◽  
Self Control ◽  
Path Model ◽  
International Studies ◽  
Subjective Well Being ◽  
Social Emotional

The Social Emotional Health Survey-Secondary (SEHS-S), which is a measure of core psychological assets based on a higher-order model of Covitality, is comprised of 36 items and four latent traits (with three measured subscales): belief in self (self-efficacy, self-awareness, and persistence), belief in others (school support, family coherence, and peer support), emotional competence (emotional regulation, behavioral self-control, and empathy), and engaged living (gratitude, zest, and optimism). Previous international studies have supported the psychometric properties of the SEHS-S. The present study extended this research by examining the psychometric properties of a Spanish-language adaptation with a sample of 1042 Spanish adolescents (Mage = 14.49, SD = 1.65.). Confirmatory factor analyses replicated the original factorial structure, with hierarchical omega between 0.66–0.93, with 0.94 for the total score. Factorial invariance across genders revealed small latent mean differences. A path model evaluated concurrent validity, which revealed a significant association between Covitality and bidimensional mental health (psychological distress and well-being). Specifically, correlational analyses showed a negative association with internalizing/externalizing symptoms, and positive associations with subjective well-being, health-related quality of life, and prosocial behaviors. This study provides an example of a culturally relevant adaptation of an international tool to measure student strengths, which is critical to planning school programming and policy.

scholarly journals Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students’ Psychological Strengths

2021 ◽  
Author(s):  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Karen Nylund-Gibson ◽  
Rhea Wagle ◽  
Delwin Carter ◽  
...  
Keyword(s):  
Emotional Health ◽  
Reliability And Validity ◽  
Validation Sample ◽  
Social Emotional ◽  
Social And Emotional ◽  
Criterion Validation ◽  
Adolescent Sample ◽  
Structural Validation ◽  
Diverse Groups ◽  
California Schools

AbstractRobust evidence links students’ positive mental health with academic achievement and provides a compelling rationale for developing and refining strength-based assessments. The Social Emotional Health Survey–Secondary (SEHS-S) assesses adolescents’ social and emotional skills and positive psychological dispositions. Previous studies provide reliability and validity evidence; nonetheless, there is a need for continued refinement and validation across diverse groups. The current study revised and standardized the updated SEHS-S-2020 to validate further its use in secondary schools (Grades 9–12) with a large, diverse adolescent sample. Study participants included 72,740 from 113 California schools (structural validation sample), 10,757 students from 15 randomly selected California schools (criterion validation sample), and 707 students from four additional California schools (test-retest sample). Data analyses examined structural validity, measurement invariance, criterion validity, internal consistency, and response stability. Results supported the SEHS-S-2020 validity across diverse groups of youth in various contexts. The discussion focuses on implications for assessing students’ psychosocial assets and universal school-based screening.

scholarly journals Homework and Children in Grades 3–6: Purpose, Policy and Non-Academic Impact

2021 ◽  
Author(s):  
Melissa Holland ◽  
McKenzie Courtney ◽  
James Vergara ◽  
Danielle McIntyre ◽  
Samantha Nix ◽  
...  
Keyword(s):  
Emotional Health ◽  
Well Being ◽  
Emotional Impact ◽  
Sleep Habits ◽  
Academic Impact ◽  
Family Time ◽  
Social And Emotional ◽  
Elementary Aged Children ◽  
Parent Child Relationships ◽  
Parent Child

Abstract Background Increasing academic demands, including larger amounts of assigned homework, is correlated with various challenges for children. While homework stress in middle and high school has been studied, research evidence is scant concerning the effects of homework on elementary-aged children. Objective The objective of this study was to understand rater perception of the purpose of homework, the existence of homework policy, and the relationship, if any, between homework and the emotional health, sleep habits, and parent–child relationships for children in grades 3–6. Method Survey research was conducted in the schools examining student (n = 397), parent (n = 442), and teacher (n = 28) perception of homework, including purpose, existing policy, and the childrens’ social and emotional well-being. Results Preliminary findings from teacher, parent, and student surveys suggest the presence of modest impact of homework in the area of emotional health (namely, student report of boredom and frustration), parent–child relationships (with over 25% of the parent and child samples reporting homework always or often interferes with family time and creates a power struggle), and sleep (36.8% of the children surveyed reported they sometimes get less sleep) in grades 3–6. Additionally, findings suggest misperceptions surrounding the existence of homework policies among parents and teachers, the reasons teachers cite assigning homework, and a disconnect between child-reported and teacher reported emotional impact of homework. Conclusions Preliminary findings suggest homework modestly impacts child well-being in various domains in grades 3–6, including sleep, emotional health, and parent/child relationships. School districts, educators, and parents must continue to advocate for evidence-based homework policies that support children’s overall well-being.

Further Validation of the Social and Emotional Health Survey for High School Students

2013 ◽  
Vol 9 (4) ◽  
pp. 997-1015 ◽  
Author(s):  
Sukkyung You ◽  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Tyler L. Renshaw ◽  
Douglas C. Smith ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Health Survey ◽  
Emotional Health ◽  
School Students ◽  
Social And Emotional ◽  
The Social

Gratitude and Happiness in Adolescents

2021 ◽  
pp. 1786-1804
Author(s):  
Rachel Gottlieb ◽  
Jeffrey Froh
Keyword(s):  
Thematic Analysis ◽  
Health Research ◽  
Positive Emotions ◽  
Emotional Health ◽  
Well Being ◽  
Social And Emotional ◽  
Effective Interventions ◽  
Downward Comparison ◽  
Review Current

Gratitude is important for social and emotional health. Research suggests that there is a relation between experiencing and expressing gratitude and happiness. The aim of this chapter is to review current research regarding gratitude development and happiness, adolescent gratitude development, and to discuss future recommendations. This chapter also discusses a study examining adolescent perspectives on the meaning of being thankful. To obtain adolescent perspectives on the meaning of being thankful, adolescents (N = 1,098) wrote essays describing what being thankful meant to them. Thematic analysis was used to identify and analyze themes within the essays. Percentiles were calculated for the most recurrent themes across essays (Appreciation = 54.07%, Family = 31.42%, Positive Emotions = 28.81%, Assistance/Support from Others = 25.99%, Friendship = 21.18%, and Downward Comparison = 16.60%). Understanding gratitude development in adolescents can aid in creating effective interventions, potentially increasing adolescent well-being and happiness.

Finding a focus for quality of life with aphasia: Social and emotional health, and psychological well-being

Aphasiology ◽  
2003 ◽  
Vol 17 (4) ◽  
pp. 333-353 ◽  
Author(s):  
Madeline Cruice ◽  
Linda Worrall ◽  
Louise Hickson ◽  
Robert Murison
Keyword(s):  
Quality Of Life ◽  
Emotional Health ◽  
Well Being ◽  
Psychological Well Being ◽  
Social And Emotional
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