PSYCHO-EMOTIONAL SAFETY OF A TEACHER IN PROFESSIONAL ACTIVITY

On the basis of the environmental approach, important factors of violation of psycho-emotional safety of ZSSO teacher at his workplace are revealed, the reasons for its destruction in the educational environment are considered and ways to adjust these conditions are outlined to protect educators from professional destruction of psycho-emotional sphere. The authors believe that one of the factors of psycho-emotional deformations of the teacher, his early burnout is incorrectly chosen or interpreted professional role, which becomes an unbearable burden for him. Therefore, in institutions of higher pedagogical education it is necessary to pay attention to this problem in advance, forming a set of ideas about the content and typical manifestations of a professional role, its compliance with individual biopsychological type of teacher and outlining ways of constructive adaptation of future teachers his source of psychological violence. It is envisaged that further consideration of the problem should be related to the study of opportunities to prevent professional psycho-emotional destruction of future teachers through innovative forms of higher education, which have become widespread in the pandemic.

COVID-19 and Romantic Relationships

Since the beginning of 2020, the COVID-19 pandemic has impacted most people’s activities and relationships. Romantic relationships are a crucial source of fulfillment and emotional safety for many individuals. However, due to the risk of illness and the social distancing norms, human interaction, even inside one’s couple or family, suffered great changes. Some of these changes have the potential of disrupting people’s relational or psychological well-being, but they can also have positive impacts. On the other hand, one of the most negative consequences is the growing number of intimate partner violence (IPV) incidents. Considering all these aspects, therapy would be beneficial for those affected.

A Survey on Undergraduate Nursing Students Safety during Fundamentals of Nursing Practicum

Purpose: This study was done to investigate the experience of physical and emotional safety in nursing students during fundamentals of nursing practicum.Methods: A descriptive cross-sectional study was conducted from March to September 2019. A total of 553 nursing students, who had completed fundamental nursing laboratories, participated in this study. Data were collected using self-report questionnaires which included questions about general characteristics, physical and emotional safety during fundamental nursing laboratories along with an informed consent given prior to the practicum.Results: Of the students, 26 experienced physical safety accidents, and 18 reported emotional safety accidents. Students' mean stress score for physical safety was 1.95, and the mean score for emotional safety was 1.92. Of the students, more than 59.1% agreed to volunteer as practice models in certain nursing procedures’ training. Of the students, 55.8% were satisfied with using their bodies to train fundamental nursing skills. 61.8% of students reported that informed consent was obtained during the nursing laboratory, and 88.6% of students thought that informed consent needs to be obtained.Conclusion: To prevent safety accidents during the fundamentals of nursing practicum and systematically manage accidents, standardized safety guidelines for nursing practicum should be developed. Establishing various training strategies using advanced models or simulators to increase education efficiency and satisfaction is necessary.

The Roles of Supervisory Support and Involvement in Influencing Scientists’ Job Satisfaction to Ensure the Achievement of SDGs in Academic Organizations

Job satisfaction is the focus of this study, given its strategic importance, both to generate differentiation and competitive advantages, and to promote better and more sustainable results in organizations. Guided by the Affective Events Theory (AET), the interest is in analyzing the direct and indirect effects of supervisory support and involvement on job satisfaction and highlighting the implications of the academics’ emotions for sustainability-related policies and practices in academic environments. The context selected is the higher education (HE) sector in Malaysia for science disciplines, due to its socio-economic relevance and its direct link to the Fourth Industrial Revolution (IR4), as well as to the Sustainable Development Goals (SDGs). A sample of 579 scientists were selected randomly and the analysis was carried out based on partial least squares structural equation modeling (PLS-SEM) methodology. Our results supported the hypotheses postulated in the study and especially highlighted the effects of supervisory support and positive affect on job satisfaction, as well as the effect of interpersonal conflict on negative affect. In terms of implications, policy makers at ministry level are advised to consider introducing directives which promote a climate of emotional safety and trust in academic institutions, to achieve the SDGs more effectively and efficiently. At the university level, and given the relevance of the observed effects, academic leaders are recommended to contemplate improving university environments in some way that reduces levels of negative work events (interpersonal conflict in our case). This is crucial as the negative work events can trigger negative emotions, which in turn cause scientists’ job dissatisfaction.

Children’s Rights in Children’s Hearings: The Impact of covid-19

The Scottish Children’s Hearings System makes life-changing decisions regarding the care and protection of children up to 18 years of age referred due to a need for support – because of offending behaviour or a risk to their physical or emotional safety. In March 2020, due to the covid-19 crisis, Hearings underwent one of the most significant changes since their inception: proceedings shifted to an online conferencing platform (“virtual hearings”), and some procedural modifications were introduced. In June 2020, we used an online survey to gather more than 270 responses from professionals, volunteers, young people, and families who had experience of virtual hearings. These responses highlight that while there are reasonable justifications for the use of virtual hearings, including the duty to ensure orders are appropriately reviewed and renewed, concerns related to children and young people’s right to participation, privacy and representation bring into question the extent to which children’s rights are realised in virtual Children’s Hearings.

Interventions to treat post-traumatic disorder (PTSD) in vulnerably housed populations and trauma-informed care: A scoping review

Objectives: The goals of this study are to identify and analyse interventions that aim to treat Post Traumatic Stress Disorder (PTSD) and complex PTSD in individuals who are vulnerably housed and to describe how these treatments have been delivered using trauma-informed care. Design: Scoping review Search strategy: We searched electronic databases including MEDLINE, Embase, PsycINFO, CINAHL, the Cochrane Library, Web of Science, and PTSDpubs for published literature up to March 2020 for any studies that examined the treatment of PTSD in adults who were vulnerably housed. Websites of relevant organizations and other grey literature sources were searched to supplement the electronic database search. The characteristics and effect of the interventions were analyzed. We also explored how the interventions were delivered and the elements of trauma-informed care that were described. Results: 26 studies were included. We identified four types of interventions: (1) trauma focused psychotherapies; (2) non-trauma psychotherapies; (3) housing interventions; and (4) pharmacotherapies. The trauma-informed interventions were small case series and the non-trauma focused therapies included four randomized controlled trials, were generally ineffective. Of the ten studies which described trauma-informed care the most commonly named elements were physical and emotional safety, the experience of feeling heard and understood, and flexibility of choice. The literature also commented on the difficulty of providing care to this population including lack of private space to deliver therapy; the co-occurrence of substance use; and barriers to follow-up including limited length of stay in different shelters and high staff turnover. Conclusions: This scoping review identified a lack of high-quality trials to address PTSD in the vulnerably housed. There is a need to conduct well designed trials that take into account the unique setting of this population and which describe those elements of trauma-informed care that are most important and necessary.

EMOTIONAL SAFETY: FACTORS OF RESISTANCE

На эмоциональную безопасность человека оказывают влияние обстоятельства непреодолимой силы, культуральные вызовы, неэкологичный режим труда и отдыха, коммуникационные, экзистенциальные и психологические угрозы. Для сохранения эмоциональной устойчивости и благополучия необходимо личностное развитие и осознанная идентичность. Circumstances of force majeure, cultural challenges, non-ecological working and leisure conditions, communication, existential and psychological threats have an impact on a person's emotional security. Personal development and conscious identity are essential for maintaining emotional stability and well-being.

Joseph Naytowhow: waniskā “Wake Up!” to Wholeness through nîhiyawiwin

In this article, the authors present the teachings of nēhiyaw (Cree) Emerging Elder and Knowledge Keeper Joseph Naytowhow. In a celebrated nēhiyaw (Cree) fashion, storytelling and language are used as examples of a non-linear and sometimes complicated journey back to self, culture, nature and healing. Against the background of being kidnapped, imprisoned in a religious institution, and robbed of all-things nēhiyaw (Cree), this article offers a sense of Joseph Naytowhow’s journey back to intimacy, love, and affection which aids in one’s search for emotional safety. Joseph utilizes nîhiyawiwin knowledge tools such as dreaming to aid in his journey back to nîhiyawiwin (Cree culture) and nehiyawewin/Cree language. From a residential school internee to a leader and Emerging Elder, he notes the importance of mentors in a relational approach to healing. This article provides an invitation through “the sunrise song” to “Wake up!” and create a more respectful and reciprocal world of internal wholeness.

Preservice music teachers in Korea and their collaborative reflection with peers

Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers’ reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers’ experience in collaborative reflection sessions. I used data collected through observations, the participants’ reflective journals, and individual interviews. The results showed that as the participants gained experience while observing and teaching music classes, the contents of their reflections on technical and practical matters became more varied. Additionally, the participants’ reflective thinking, applied critically, tended to focus on the social context of the music classroom. In addition, participants predominantly showed technical level of reflective thinking rather than practical and critical levels. Finally, the results revealed that the collaborative approach enabled prospective music teachers to broaden the scope of their reflective thinking, and a sense of emotional safety in the collaborative group allowed them to honestly confront their own teaching worries and problems.

Emotional Safety in the Context of Dementia: A Multiperspective Qualitative Study

Background: Current research acknowledges the relevance of the emotional safety of people living with dementia. However, available evidence regarding this topic is limited. A comprehensive view of this topic that equally considers the perspectives of people living in an early stage of dementia, relatives, and public stakeholders is lacking. Objective: This study aimed to obtain a multiperspective view of emotional safety in the context of dementia in the living environment. Methods: A descriptive qualitative study was conducted based on data collected through semi-structured guided interviews (n = 14), focus groups (n = 3), guided feedback, and participatory approaches. People living in an early stage of dementia (N = 6), relatives of people living with dementia (N = 11), and public stakeholders (N = 15) were included. Results: Considering “social togetherness”, “personal condition”, “health”, “physical environment”, and “society” in the light of “living and learning in relations” are preconditions for understanding emotional safety in the context of dementia. “Living and learning in relations” refers to the interaction of people in the context of dementia and relations to the topic of dementia. The focus lies on the (collective) learning. The individuality of each person and his or her situation is central, related to dementia-related, psychosocial, biographical, physical, and economic factors. Conclusion: Our study highlights the relevance of research on emotional safety in the context of dementia. Approaches to improving the emotional safety of people living in an early stage of dementia should consider the complex situations of each target group in relation to each other at the micro, meso, and macro levels.