Burnout, Depression, and Anxiety Levels among Healthcare Workers Serving Children with Autism Spectrum Disorder

Burnout in healthcare workers (HCWs) is defined as a state of emotional, physical, and mental exhaustion that results from unmanaged, excessive, and long-term workplace stressors. This study aims to assess the prevalence of burnout and the levels of anxiety and depression among HCWs who primarily work with children who have autism spectrum disorder (ASD). A quantitative cross-sectional survey was conducted utilizing the Arabic version of the Maslach Burnout Inventory (MBI), Areas of Worklife Survey (AWS), Patient Health Questionnaire for Generalized Anxiety Disorder (GAD-7), and Patient Health Questionnaire for Depression (PHQ-9). Among the 381 participants working in autism centers, the majority were young Saudi females (326) working full-time as specialists in the private sector with less than five years of experience. The HCWs’ overall mean scores on the three Maslach Burnout Inventory (MBI) subscales: emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) were 62%, 23.7%, and 76.5%, respectively. A total of 51.4% of HCWs reported moderate to high anxiety levels on GAD-7, and 47.8% showed moderate to very high levels of depression on PHQ-9. The mean perceived EE converged significantly but negatively on their overall mean perceived satisfaction with AWS (p-value < 0.001), demonstrating that greater emotional fatigue predicts less satisfaction with their work. The PA scores correlated significantly and positively with their overall mean satisfaction with their AWS score (p-value < 0.001). Considering sociodemographic variables, HCWs aged between 20–29 years have significantly lower mean PA scores than HCWs aged thirty and older (p = 0.007). Also, male HCWs perceived significantly higher work-related DP than females. More research is required to determine the nature of variables that contribute to burnout, depression, and anxiety in HCWs helping children with ASD.

Foreign language anxiety of an Ecuadorian polytechnic university’s English undergraduate students during the COVID-19 pandemic

PurposeThis research aimed to identify the levels of stress students experience, the different sources that generate them and the relationship between the stress levels and the students' gender.Design/methodology/approachA mixed-methods design was used, focusing on the quantitative stage. The qualitative section was designed to obtain supporting information. 86 Ecuadorian undergraduate polytechnic students enrolled in an English course took part in this study. Quantitative data are obtained using the Telecollaborative Foreign Language Anxiety Scale (T-FLAS), while online interviews supply insight from students.FindingsThe present research identified four types of anxiety related to emergency remote teaching (ERT). Communication anxiety is one of them that has also been found in regular foreign language classes (Horowitz et al., 1986). However, the actual contribution is regarding the other three sources of ERT-related anxiety: Online interaction anxiety, ERT anxiety and technology anxiety. Also, it was identified that girls experience higher anixety levels than men do.Research limitations/implicationsA limitation of this study is the T-FLAS, a tool that has not been widely used. However, as Fondo and Jacobetty (2020) reported, other papers have made use of this novel tool. Another limitation to this research is the number of participants; although it is not very small, it might not be considered large enough for generalization purposes. Also, this study was limited by its scope, which only looked at the relationship between the students' genders and anxiety levels.Practical implicationsFirst, this researcher recommends that language departments use the survey at the beginning of each semester. That way, there will be a clear idea of the sources of anxiety students are experiencing, and measures can be taken to lower those anxiety-causing factors. Also, this study shows students experiencing a high level of anxiety when they are required to interact with their peers using a foreign language. Thus, supplying practice through guided discussions and role-plays should allow learners to reduce their anxiety levels and perform better during these kinds of exchanges in the short term.Social implicationsAnother issue reported by this study is the feelings of uneasiness when turning cameras on to do an exercise or taking quizzes and exams, as learners feel like their classmates and teachers are invading their homes. It is recommended that the Student Welfare Department of the educational institutions deal with this and other issues. They can design intervention, relaxation and yoga programs for students who are feeling anxious to help them lower those feeling and allow them to have better interactions in class during these times of remote learning.Originality/valueThis paper's originality lies in the fact that it looks at anxiety from the point of view of the COVID-19 pandemic and the move it had to be made to the digital realm. It identifies three factors that are new and related 100% to emergency remote teaching–learning. It is also valuable as it is looking at data emerging for a South American country, as data are scarce from this continent and especially from Ecuador.

Effect of aeromedical training on anxiety levels of ab initio pilots

Purpose Aeromedical training is meant to train aircrew in combating physiological problems that they might face in flight. Given the importance of the training, there are limited studies in the literature investigating the anxiety levels during aeromedical training along with training outcomes. This study aims to assess the untrained participants’ anxiety levels before and after aeromedical training, investigate the differences in anxiety levels across different physiological training devices and determine whether participants’ anxiety levels affect their G tolerances. Design/methodology/approach This study was carried out on 61 healthy male subjects (n = 61) who had applied for initial aeromedical training. Anxiety surveys and visual analog scales were administered before and after the practical aeromedical training. In addition, blood pressure and heart rate measurements were carried out. Findings Participants had significantly higher anxiety levels before human centrifuge training (pre-Glab) than before the altitude chamber training (pre-hypobaric). Participants who experienced G-induced loss of consciousness (G-LOC) had slightly more anxiety reported than the non-G-LOC group. There was a significant decrease between pre-Glab and post-Glab (after the human centrifuge training) and between pre-hypobaric and post-hypobaric (after the altitude chamber training) anxiety levels. The incidence of G-LOC was lower in participants having higher pre-G-Lab blood pressure. However, the difference in anxiety levels between the G-LOC group and the non-G-LOC group was not statistically significant. Research limitations/implications In this study, state anxiety inventory was not performed after human centrifuge training as centrifuge training lasted for around 5 min only, and it is not advisable to repeat state anxiety inventory in such short periods. Blood pressure was not measured after G-Lab training because human centrifuge training is hard training and has an impact on blood pressure. Hence, it would have been difficult to distinguish whether the blood pressure change was due to anxiety or hard physical activity. These limitations, especially for the G-Lab, caused us to evaluate state anxiety only with VAS. It would be worthwhile to repeat similar studies with objective measurements before and after the training. Practical implications This information suggests that instructors who train the applicants on aerospace medicine be ready for the possible consequences of anxiety. Originality/value There are only a few centers in the world that include all the physiological training devices (practical aeromedical training laboratories) together. To the best of authors’ knowledge, there are no studies in the literature investigating the differences in anxiety levels across various physiological training devices. The studies about the effect of anxiety levels on aeromedical training outcomes and anxiety levels before and after the training are scant.

The Causes of Anxiety in Highly Anxious Students in Japanese Communicative EFL Classes

The purpose of this study was to identify the causes of speaking anxiety in highly anxious students, of which their teachers might not have been aware, and solutions to alleviate the problem. Sixteen students from a Japanese language-oriented university participated in an interview survey. The participants&rsquo; anxiety levels were measured using a five-point Likert scale questionnaire that included five items related to foreign language classroom anxiety. The results were compared to the results of interviews with their teachers, and interesting responses from the student interviews that their teachers did not raise were highlighted. The main causes of anxiety were an unpleasant classroom environment, peer pressure, and non-ideal class types. Students argued for several strategies to reduce the anxiety associated with speaking practice, increase their use of English, and improve their proficiency. To achieve these strategies, teachers need to take into account the opinions of students they did not previously focus on.

Anxiety level on the implementation of the student's essay at Faculty of Medicine, Udayana University

In Indonesia, thesis is a scientific paper written by prospective undergraduates as a requirement to obtain a bachelor's degree in an undergraduate study program which of course in the process often experiences anxiety which will affect the performance of students on campus, especially students of the Faculty of Medicine. This study aims to determine the level of anxiety in the implementation of student essay at the Faculty of Medicine, Udayana University. This research is a descriptive research with survey method. The number of samples is 170 respondents and sampling method using random sampling technique. The results of the study showed the prevalence of anxiety levels in students of the Faculty of Medicine, Udayana University class 2017 in the mild category as many as 135 people (79.4%), the moderate category as many as 31 people (18.2%) and the high category as many as 4 people (2.4%). For each study program, the level of anxiety experienced is relatively the same, the highest category in the mild category, then followed by the moderate category and the last with the smallest number, namely the high category.

Condition notification assisted by virtual reality technology reduces the anxiety levels of parents of children with simple CHD: a prospective randomised controlled study

Purpose: This study explored the effects of condition notification based on virtual reality technology on the anxiety levels of parents of children with simple CHD. Methods: The subjects of the study were the parents of 60 children with simple CHD who were treated in our centre. The state anxiety scale was used to assess the anxiety status of the parents of the children before and after the condition notification in different ways (based on virtual reality explanations and written explanations). Results: In this study, a total of 55 parents of children with CHD successfully completed the survey. At the time of admission, there was no significant difference in the state anxiety scale scores of the parents between the two groups. The anxiety status of the virtual reality group was relieved after the condition notification assisted by virtual reality technology, and there was a significant difference compared with the control group. Conclusion: Condition notification based on virtual reality technology can effectively alleviate the anxiety of parents of children with simple CHD, which is worthy of clinical application.

Role of Mindfulness Practices in the College Classroom

The following study examined the effect of mindful practices on college student attitudes and learning comprehension using two sections of an introductory biology course taught by the same instructor. One section used lecture complemented with active learning formats while the other section additionally included mindful practices. Comparisons were made between the students’ surveys and quiz/exam scores. Students in the mindful section also kept journals. Results showed no significant differences in quiz and exam scores between the two groups; however, students in the mindfulness section found value in the practices both in and outside the classroom. Students reported a gain in their attitude towards the value of mindfulness practices as well as the use of mindfulness practices and reported a decrease in anxiety levels. Students identified these practices as helping them with focused attention, peace, and relaxation. At the end of the semester, over 90% of students agreed that mindfulness has a valuable place in the college classroom.