Psychosocial Risk Factors on Mining Workers Processing Copper and Gold Minerals during Covid-19 Pandemic

Introduction: In the era of the Covid-19 pandemic, psychosocial issues as part of health and safety have become a popular mental health issue, particularly among gold and copper miners. This situation has led some companies to fire their unskilled and unproductive workers to minimize the production costs. However, there is no specific regulation for the workers that could be a barrier of this unpredicted situation. This condition mostly becomes a negative stressor for the workers at the jobsite. At some point, it develops to a critical health and safety condition known as risky and unhealthy behavior that brings to fatality. The aim of this research is to analyze the psychosocial risk factors that adversely affect the psychology of copper and gold mining workers during the pandemic. Method: This is a cross-sectional study with COPSOQ III, used to identify factors contributing to workers’ psychology, while Dolan & Arsenault’s questionnaire was used to analyze stress symptoms, with a Cronbach α value of 0.83-0.84. Results: Multivariate tests were conducted on the variables of work experience, body mass index, marital status, emotional demands, vertical trust, and organizational justice. Significance values were obtained for the variables of work experience (0.590 body mass index (0.517), marital status (0.122), emotional demands (0.187), vertical trust (0.000), and organizational justice (0.119). Of the six variables, only vertical trusthad a significant value. Conclusion: Psychological risk factors on copper and gold mining workers during the pandemic are only influenced by a vertical trust.Keywords: COPSOQ III, leadership, pandemic, psychosocial, vertical trust

Coping with emotion in New Zealand Business schools

<p>Emotion is an integral aspect of organisational life and this thesis examines the emotional demands that academics experience in their workplace and the consequences this has for them. At a more specific level, the thesis examines the strategies that academics use to cope with these emotional demands, and how these strategies develop and change over the duration of their career. Using data collected from interviews with academics from business schools across the New Zealand tertiary education sector, findings are presented which demonstrate how academics develop coping strategies and how the organisation provides support. The implications from these findings could have significant effects for organisational practice. Firstly, these findings illustrate that academics experiences emotion in relation to personal, interpersonal, and systemic factors. Secondly, academics adopt a wide array of coping strategies, which have been personally developed by each individual over time. They are not given any organisational training or support for their development of these strategies. In addition, academics use coping strategies both in the workplace and at home in order to attempt to mitigate the negative impacts of the emotional demands of their roles. Finally, academics in their early career lack adequate coping strategies, and appear to have the lowest levels of organisational commitment.</p>

Coping with emotion in New Zealand Business schools

<p>Emotion is an integral aspect of organisational life and this thesis examines the emotional demands that academics experience in their workplace and the consequences this has for them. At a more specific level, the thesis examines the strategies that academics use to cope with these emotional demands, and how these strategies develop and change over the duration of their career. Using data collected from interviews with academics from business schools across the New Zealand tertiary education sector, findings are presented which demonstrate how academics develop coping strategies and how the organisation provides support. The implications from these findings could have significant effects for organisational practice. Firstly, these findings illustrate that academics experiences emotion in relation to personal, interpersonal, and systemic factors. Secondly, academics adopt a wide array of coping strategies, which have been personally developed by each individual over time. They are not given any organisational training or support for their development of these strategies. In addition, academics use coping strategies both in the workplace and at home in order to attempt to mitigate the negative impacts of the emotional demands of their roles. Finally, academics in their early career lack adequate coping strategies, and appear to have the lowest levels of organisational commitment.</p>

‘I’m Mum and Dad in One, Basically’: Doing and Displaying ‘Good Lone Motherhood’

Popular discourse continues to equate ‘good’ motherhood with middle class, heterosexual coupledom and lone motherhood with dysfunctionality, despite ever-increasing diversity in family life. Drawing on interviews with lone mothers in two locations in the north of England, this article introduces the concept of ‘good lone motherhood’ to capture a process whereby women internalise nuclear family ideology while simultaneously resisting stigma and taking pride in their achievements in fulfilling practical and emotional demands of lone parenting. Application of a family practices framework is expanded through insights into what ‘doing’ good lone motherhood entails in everyday life and how it is ‘displayed’ to different audiences. Taking a comparative approach involving women in areas with contrasting socio-economic profiles highlights the contextual nature of display. Analysis of agential reflexivity and structural constraints demonstrates ways in which gender and class disadvantages can undermine capacity to ‘successfully’ convey a positive maternal identity.

Early childhood educators’ solidarity and struggles for recognition

Early childhood education and care (ECEC) educators’ well-being and emotional demands during COVID require careful attention. This article explores the emotional demands experienced by ECEC educators in Australia during ongoing periods of lockdown. A survey was designed to gather quantitative and qualitative data and participants were asked to participate in in-depth interviews. Thirty participants were interviewed to explore personal experiences during the COVID-19 pandemic; of these, a selected sample of six participants is presented, drawing on Honneth’s (1995) as an analytical framework. The findings show ECEC educators’ struggle for recognition and how solidarity amongst educators emerged as a key response. Implications provide impetus for the active recognition of the early childhood profession. Solidarity as a new concept in ECEC includes the recognition of the early childhood profession at a societal level, recognising the significant professional work early childhood educators accomplish, and their struggle during the COVID-19 pandemic and beyond.

The Demand–Control Model and Pupils’ Aggressive Behaviour towards Teachers: A Follow-Up Study

Purpose: Pupils’ aggressive behaviour towards teachers is a common phenomenon in schools across different countries. The purpose of this study is to test hypotheses that are central to the Job Demand–Control model as risk factors for pupils’ aggressive behaviour towards teachers. Method: Questionnaire data were collected in 2018 and 2019 from teachers at 94 public schools in Denmark. In total, 1198 teachers participated in both rounds. Demands and social support at work were measured in 2018, and pupils’ aggressive behaviour was measured in 2019. The analyses were performed using multivariate logistic regression analysis. Results: Teachers were often exposed to pupils’ aggressive behaviour during their work. High emotional work demands and low control were associated with increased risk of pupils’ aggressive behaviour. No mitigating effect of high control was found on the association between emotional demands and risk for pupils’ aggressive behaviour towards teachers. Conclusion: High emotional demands were strongly associated with the aggressive behaviour of pupils towards teachers. Job control over own work situation was not enough to lower the risk of aggressive behaviour under conditions in which teachers experience high emotional demands. Based on these results, we recommend that supervisors carefully balance teachers’ emotional demands to their resources.

The Nell Dialogues

Nell M. came to her therapist with an unusual problem: She was disappointed that her metastatic breast cancer, with the promise of ending her life, was not progressing on her hoped-for schedule. She had hoped her death would prevent her from witnessing her spouse’s mental deterioration from Alzheimer’s disease. This is how Nell’s story began and proceeded for a period of 40 weeks of counseling meetings, including 12 recorded sessions. This book consists of 12 illness narratives created in the presence of her therapist. These dialogues explore the challenges of managing the physical and emotional demands of cancer, relationship issues with family and healthcare professionals, and disturbing, anxiety-provoking thoughts and the mourning that accompanies the end of life. Nell’s vibrant voice is a beacon throughout the narratives, sometimes sad, yet always hopeful for a good death. Her ability to navigate the difficult territory of mortal time and dying informs readers about how they might approach their own ending with grace and dignity.