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This paper explores the current provisiom and roles of school counsellors in England's schools. Government interventions are discussed and the ongoing problems with the deteriorating mental health of children and adolescents, caused by social pressures, and then the Covid 19 pandemic, addressed. The numbers of counsellors available has risen, but is in no way equal to the provision in other countries and the response of the National Health Service (NHS) is also under severe pressure. Attitudes of parents, teachers and young people to counselling are explored, together with the wide-ranging qualifications and duties required of counsellors in England's schools. The conclusion is that the change of attitude by government towards counselling in schools, is still too little and too late. as many children have no access to in-school help with mental issues, or teachers the support they need to understand the mental health problems affecting children in their classes. [For the complete Volume 22 proceedings, see ED656158.]

This paper discusses the responses of schools and teachers in England and some other developed countries to Trans children, that is, those who feel that their assigned sex at birth was not correct. These children may be defined as Trans, that is wanting to change their assigned sex, or in other ways, such as having gender distress or dysphoria, or not being cisnormative which is, accepting one's sex assigned at birth. Recent years have seen a steady increase in the numbers of school children concerned about their birth assigned sex, presenting numerous problems. These include areas such as toilet facilities, changing rooms, sports studied, clothing, names and the use of pronouns and how to allot sleeping accommodation on a school journey. Parents in many cases are very concerned over schools' reactions, which have included schools agreeing to allow social transitioning without informing parents, ignoring the safeguarding instructions to schools, that parents must be informed of physical or mental health issues a child discloses. In addition, parents and schools can be at odds, with how schools should respond. In England, teachers have been waiting for guidance from the DfE on this matter since 2018, but this was not produced for schools until the end of 2023 for consultation, leaving schools to make individual decisions on actions. Comparisons are made with how schools in other developed countries have responded to this challenge and a small group of teachers in England, were asked to express their personal views on this subject and how it had affected their role in school. [For the complete Volume 22 proceedings, see ED656158.]

The preponderance of literature associated with school violence illuminates the severity of its manifestation in schools both nationally and internationally. The impact of school violence on students' physical and emotional well-being cannot be understated as this is commensurate with student academic achievement. The South African Government's National Development Plan 2030 identifies the improvement of the quality of public services as critical to achieving transformation. It is germane to then consider how an education system entrenched in a long-standing history of violence can be adopted in an agenda of transformation. In his 2023 State of the Nation Address, President Cyril Ramaphosa stated: "Schools must be safe and allow for effective learning and teaching". Behind this pronouncement, is a silent revolution unfolding. South African schools, now nearly three decades into democracy, are focusing on collaborative leadership to contribute meaningfully to the redress of violence in school environments and move toward trauma-informed practices. A study comprising 121 schools in South Africa reveals that school management teams are employing collaborative leadership to address such behaviours. Underpinned by the Collaborative Leadership Theory, this mixed methods research design investigates how collaborative leadership is employed by educational practitioners to address school violence in 21st century classrooms. The results of this study have the potential to offer an approach towards addressing school violence in South African schools, despite the complexities of an education system stemming from a violent past which remains evident in South African classrooms today. [For the complete Volume 22 proceedings, see ED656158.]

A nursing faculty shortage across the US, with vacancy rates at 8.8%, is limiting student capacity during a time when future nurses are needed most. Contributing factors, including growing levels of mental health issues, can be seen among nursing faculty, leading to more and more nurses leaving nursing academia. This study aimed to identify associations between psychological distress with burnout in nursing faculty teaching in an undergraduate nursing program. A quantitative design was utilized using a descriptive method with a convenience sample of nursing faculty (n = 150) from the southeastern U.S. The Keesler Psychological Distress Scale was correlated with the Oldenburg Burnout Inventory. Regression analysis was used to analyze the data. Psychological distress was reported in 25% of the sample. Burnout was reported in 94% of the sample. Psychological distress and burnout were significantly correlated (p > 0.05). Race, gender, and age (p > 0.05) contributed to psychological distress. Psychological distress and burnout are key factors contributing to the current nursing faculty shortage. Interventions promoting a healthy mental-wellbeing among nursing faculty are needed. Implementation of mentorship, resources, the inclusion of diversity within nursing academia, and mental health awareness can improve mental health outcomes among nursing faculty. Further research is needed to explore the improvement of mental well-being among nursing faculty. [For the full proceedings, see ED652228.]

This year's conference theme, "Informing, Reforming, and Transforming: The Vital Role of Adult Education in Challenging Times," challenged conference leaders to examine adult education from a different lens and consider new opportunities for research and practice that support the American Association for Adult and Continuing Education's (AAACE) motto of "transforming lives and communities." The proceedings reflect a combination of presentations featuring empirical research and practical application within the field of adult and continuing education. The proceedings is comprised of 24 papers that were presented at the fourth conference of the AAACE in Lexington, Kentucky, October 3-6, 2023. [Individual papers are indexed in ERIC.]

The COVID-19 outbreak has impacted all aspects of human life, including the educational settings. Online and hybrid learning carried out during and after the pandemic certainly has a positive and a negative side, especially when it comes to students' mental health. At the same time, psychological well-being problems have become increasingly common among students nowadays. Thus, the main objective of this research was to investigate the relationship between mental health and psychological well-being among university students. The Kessler Psychological Distress Scale (K10) and the Psychological Well-Being Scale (PWBS) were administered to a sample of 240 university students (129 female and 111 male students). The results indicated that there was a significant positive relationship between the level of psychological well-being and psychological distress. The students' psychological well-being had the highest rating in personal growth, self-acceptance, purpose of life and environmental mastery, while autonomy and positive relationship with others had lower levels. Simultaneously, there was a positive relationship between mental health and gender, but there was no correlation between psychological well-being and gender. The study concluded that those mental health problems have powerful predictive qualities with regard to changes in students' psychological well-being which reflects the implication of intervention programs and strategies that help students to better cope with and manage distress. [For the complete Volume 21 proceedings, see ED629259.]

Cyberbullying is a relatively new phenomenon that poses a serious problem, because anyone can become a victim of cyberbullying. Due to the special technical possibilities of social media, it can have long-term effects on the victims, especially on the well-being of young people. The aim of this study is to collect data on related topics such as demographic profiles, social media use, experiences of cyberbullying, attitudes towards cyberbullying and suggestions to curb cyberbullying in Malaysia. An online questionnaire survey was conducted with 50 respondents. The results show that bad things are done to the victims of cyberbullying, causing emotional disturbance and trauma to the victims. Rule utilitarianism and action utilitarianism are used in certain cases to solve the ethical problem of cyberbullying. Although there is no specific law against cyberbullying in Malaysia, there are certain laws such as the Computer Crimes Act 1997, the Communication and Multimedia Act 1998 and the Penal Code to combat cyberbullying. The solution has also been highlighted through awareness campaigns to prevent cyberbullying. For the concerned parties, developing concrete strategies to reduce cyberbullying among youths in Malaysia should be a major concern. [For the full proceedings, see ED654100.]

Teachers globally have been required to adapt to immense change providing students within higher educational institutions (HEI) with the best teaching pedagogies, through which they can progress. The coronavirus (COVID-19) pandemic has accelerated the use of technologies to facilitate learning due to remote learning regulations imposed upon HEI. Within the new normal world teachers have been required to re-skill ensuring appropriate teaching pedagogies are implemented to help students reach their educational endeavours. This study aims to understand the impacts on HEI teacher mental health within the new normal world and the implications on teaching pedagogies. A systematic review of published and grey literature is conducted. Results have revealed the following: Teachers within HEI have experienced negative mental health impacts including, stress, anxiety, depression, and loneliness. They have adapted teaching pedagogies to facilitate changing social circumstances leading to re-skill and up-skill ensuring student educational progression. Modes of communication altered to include social media platforms. Teaching pedagogies have included interactive video conferencing and software utilising artificial intelligence. Both students and teachers became accustomed to remote learning during the COVID-19 pandemic, however post-pandemic hybrid learning has become more dominant. This study has deduced that teacher mental health does impact the quality of teaching pedagogies in the new normal world, affecting innovation and authenticity impacting student results. Teachers require flexibility and appropriate skills to ensure sustainable teaching pedagogies to support student learning. Recommendations are provided to facilitate teacher mental health and improve teaching pedagogies. [For the full proceedings, see ED656038.]

While previous studies have established the significance of CALL (Computer-Assisted Language Learning) in language education, the extent to which CALL influences language teachers' well-being and their professional development has not yet been fully understood. This echoes Dörnyei's (2018) argument that although language teachers are the most important factors in learners' success, their contributions have not been considered sufficiently. As such, this short paper presents an ongoing mixed-methods project investigating Vietnamese and Japanese language teachers' well-being and the role of CALL in the ecology of language teaching at both personal and work levels using Bronfenbrenner's (1979) ecological system framework. The primary method is the grounded theory analysis and preliminary results from Vietnamese teachers' semi-structured interviews which have shown the importance of CALL in language teachers' well-being's ecology. Also, the role of the community of practice has also emerged as an informal support in language teachers' ecological well-being system. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The abrupt change from face-to-face to Online Learning (OL) in the emergency COVID-19 semester surprised and forced students to alter their study habits. Then came the second online period, and students were expected to be happier and more successful since now they were familiar with OL. Was this the case? Had the ways students learned, their perceptions of human interactions among teachers and students in OL, their opinions on the learning environment and their computer literacy changed? Our paper aims to answer those questions using comparative analyses of data sets from the first and second OL periods and attempts to uncover the positive and negative shifts and the topics that remained unchanged. The study's findings show that COVID-19 related educational changes had multidirectional influences on students' learning, ingroup interactions, and views about education and OL. Hopefully, the empirical data collected in this study will provide valuable information about OL's immediate and prolonged effects. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Today's digital games attract the attention of many people from various age groups. Some sources suggest that acquaintance with digital games is as low as three years old. When digital games are evaluated from a general perspective, it is seen that the largest user group is individuals in adolescence and youth period. Individuals at this age spend most of their time playing digital games. However, playing digital games for uncontrolled and excessive periods causes some physical and mental negative effects on both children and adults over a long period of time. In the long run, such excessive use turns into an important problem, such as digital game addiction. Digital game addiction, which is considered a behavioral addiction, is defined as a situation in which digital games cause various changes and deteriorations in daily life as a result of the inability to control the desire of individuals to play digital games. In this context, it is crucial to identify and increase the awareness of young people who spend more time with digital games and are at risk of digital game addiction. In this research, the awareness of university students about digital game addictions was examined. The research sample consists of university students studying at various education levels. Descriptive statistics, independent samples t-tests, and chi-square tests were used in the analysis of the study, which was designed with the survey model, one of the quantitative research methods. As a result of the research, it was found out that digital games are generally used for entertainment and spending time purposes, women have a higher level of awareness than men, and there is a significant relationship between gender and the device where digital games are played. The obtained findings were compared with the studies in the literature. In line with the results, some suggestions were presented. [For the full proceedings, see ED630948.]

Doctoral students experience mental health concerns, while 12% to 30.9% utilize support services such as counseling and prescription medication. Overall, one out of two students do not graduate. This quantitative correlational study explored the relationship between doctoral students' mental health status and the utilization of mental health services using data from the 2018-2019 Healthy Minds Study (HMS) data set, resulting in a doctoral student sample of n = 5,568. The findings include statistically significant relationships between students' sense of belonging, GPA, relationship status and gender to an associated increase in mental health concerns with approximately 28% using services. Findings support that Institutions of Higher Education and doctoral program faculty could play a role in mitigating doctoral students' mental health concerns. To summarize the task set forth for the leaders in higher education, Brene Brown (2018) states "...daring leaders who live into their values are never silent about hard things" (p.184). [For the full proceedings, see ED631133.]

The mental health of teachers is extremely important for the quality of the teaching and learning process. The literature points out that only a mentally healthy teacher can fully dedicate himself to work, participate in student activities and make the maximum effort to contribute to the student's mental health, both by his activity and by example. The unpredictability of the teacher's work is reflected in the fact that each school year represents a new, unique experience. With the progress of science and technology, as well as with social changes, these challenges are multiplying. Excessive and long-term stress at work leads to burnout syndrome, which negatively affects the mental and physical health of teachers and leaves harmful consequences for the teaching process itself. We can evaluate the teaching process through the behaviour of teachers whose responsibility is establishing order in the classroom, engaging students in the learning and teaching process, and establishing cooperation with them. The term that summarizes all these activities is called classroom management. The creation of a positive and stimulating atmosphere for learning and teaching is one of the basic indicators of good classroom management. If a teacher is exposed to excessive stress, it reduces the quality of his teaching in two ways. First, it reduces job satisfaction, affecting the time and effort invested in teaching. Second, the communication with students is not satisfactory. The purpose of the research was to establish burnout level of elementary school teachers and to investigate a relationship between the degree of burnout and the dominant style of classroom management. The professional burnout scale (MBI-NL-ES, Schaufeli, Daamen and Van Mierlo, 1994, developed according to the MBI-ES, Maslach and Jackson, 1986) was used to assess the burnout syndrome in a sample of 300 teachers. The professional burnout scale consists of three subscales, which measure three dimensions of burnout -- emotional exhaustion, depersonalization, and personal achievement. To assess the classroom management style, the Inventory for Self-Assessment of the Classroom Management Style of Teachers (Digic, Stojiljkovic, Janjic, 2011) was used, including interactionist, intervening and non-intervening management styles. The results show that the burnout level is related to the dominant classroom management style. Considering the results, the highlighted topics are the sources of stress in the teaching profession, as well as the variety of strategies teachers are using to overcome stressful situations. The concern of the entire educational system for the mental health of teachers is highlighted as an important topic for future research. [For the complete volume, "NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5," see ED625663.]

The number of migrants around the world has increased over the last decade, which can be attributed, in part, to increased violence from wars in the Middle East (Böhm et al., 2018; Hahnefeld, 2021; Reavell & Fazil, 2017; USA for UNHCR, 2022). About half of refugees are children (Amnesty International, 2022). These children are at risk of experiencing profound mental health issues (Williams et al., 2016), including posttraumatic stress disorder (PTSD). PTSD has been described as a condition wherein an individual enters "survival mode" (Dyer et al., 2009) and is characterized by anxiety, intrusion symptoms, avoidance of stimuli, negative alterations in cognitions and mood, and marked alterations in arousal and reactivity (American Psychiatric Association, 2013; Fasfous et al., 2021). PTSD can interfere with learning processes due to consequential deficits in verbal memory, top-down processing, and other neuropsychological functions (Herringa, 2018; Samuelson, 2010, 2017; van Rooij et al., 2018; Wrocklage et al., 2016). Researchers have documented poorer learning outcomes in refugee children compared to control (Fasofous et al., 2021). Moreover, deleterious consequences extend beyond childhood. Even after resettlement outside of a refugee camp, psychological concerns can persist, and deficits may be prevalent (Hess et al., 2022). For governments and practitioners seeking to assist refugees, it is important to understand the connection between trauma and learning so as to develop effective interventions and treatments. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 218-224.]

The present study focuses on smartphone overuse and on problematic behaviors related to it, investigating possible differences at the intergenerational level among the variables considered. Through the administration of self-report questionnaires, the perception of smartphone distraction, smartphone problematic use, phubbing, and cognitive failures were surveyed. Two hundred and twenty subjects took part in the research. The participants, aged between 18 and 57, were divided by generation Z, Y and Z, according to Ristiyono, classification (2022). Data analysis was carried out through the application of Spearman's rho was used to analyze correlations between subscales. The Kruskal-Wallis test was invectively used to analyze differences between participants. The results confirm our hypotheses showing positive correlations between perceptions of smartphone distraction, phubbing behavior, smartphone problematic use, and cognitive failures, and a significant difference was found between generations in perceptions of all variables considered. Generation Z (18-26 years) shows the highest scores in almost all subscales examined.

Older adults' participation in the University for the Third Age (U3A) positively influences their physical and emotional well-being and thus increases their quality of life. However, the number of the elderly participating in the U3A has remained low in China, especially in rural areas. This study explored the factors influencing older adults' attendance in a U3A in Guangxi Province, one of the less-developed provinces in China. Results indicated that factors impact participation associated with gender, overall life quality, general health, daily life activities, self-esteem, and social relationships in the U3A. This study provides a new understanding of Chinese older adults' learning in U3A in rural provinces and may help countries with similar situations. [For full proceedings, see ED628982.]

The COVID-19 pandemic has affected all global spaces. Higher education institutions were not left out of the effect of COVID-19 as it impacted the teaching and learning needs of both faculty members and students. Through a comprehensive literature search, this paper explored teaching and learning in higher education institutions in a post-COVID era as a consequence to the pandemic. This review examined nine databases for peer-reviewed articles and book chapters published between 2020 and 2021 relating to the COVID-19 pandemic and higher education. The search terms used were 'COVID-19', 'blended learning', 'higher education', 'online learning', and 'post-COVID era'. Studies were eligible for inclusion if they related to the aforementioned items. The literature search revealed that higher education institutions in some countries, were least prepared to address the disruption that the pandemic caused especially in terms of availability of technological infrastructure. However, they adapted to the situation by being innovative and using available technological resources, though not without challenges. Further, the review indicated that COVID-19 has legitimized the acceptance of online education in most developing countries where traditional teaching methods have been the most recognized form of teaching and learning. Therefore, there was a need for retraining faculty members and support staff in digital literacy. Some of the teaching and learning methods that were adapted have continued even in the post-COVID era. Higher education in Sub-Saharan Africa, especially, has recognized the need for investment in extensive ICT infrastructure and the adaptation of a blend of face to face and online engagement of students. Varied ways of student assessment and innovative methods of teaching have been adopted. COVID-19 has fast-tracked higher education institutions' digital transformation by expediting the adoption of digital technology. The digital inequality educational divide has also been shown in the post-COVID era among others. [For full proceedings, see ED628982.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2022, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), held in Funchal, Madeira Island, Portugal, from 23 to 25 of April 2022. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2022 received 364 submissions, from more than 35 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters and Virtual Presentations. 121 submissions (overall, 33% acceptance rate) were accepted for presentation at the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Psychological Applications Conference and Trends (InPACT) 2022, held in Funchal, Madeira Island, Portugal, from April 23-25, 2022. The proceedings were published by inScience Press. For the 2021 proceedings, see ED622091.]

It is of great importance to identify students' negative emotions so as to avoid accidents. However, most of the students with mental problems seldom express their emotions in some ways, which makes it more difficult for the emotion recognition system to obtain the emotional data of these students. To solve the problem of the lack of data acquisition approaches in emotional monitoring of special student groups, this paper proposes a method to obtain students' real emotions based on emotion-induced writing teaching. First, the channel for acquiring emotion data of the special students is established through writing teaching. Second, students are guided to express their emotions through essays by purposeful writing exercises. At last, this paper proposes an emotion calculation method, which comprehensively analyzes a student's real emotion according to the emotions of a group of essays on positive, neutral and negative themes. The experimental results show that the proposed method can obtain students' real emotions effectively and is much better for students with optimistic and pessimistic personalities. [For the full proceedings, see ED639633.]

The novel coronavirus disease 2019 (COVID-19) has spread rapidly, sending billions of people into lockdown. To protect students and staff members from this contagious disease, universities worldwide have decided to close and replace face-to-face teaching and learning with distance learning programs. This research, therefore, focuses on how this sudden transition has impacted academics in the College of Computer and Information Sciences (CCIS) at Princess Nourah bint Abdul Rahman University (PNU), Saudi Arabia. The study was conducted by interviewing 15% of this college' academic staff members. Questions centered on their experiences shifting from face-to-face teaching to online delivery. The results help to establish what challenges academics have faced during these unprecedented times, as well as what recommendations can be made to ensure online delivery is conducted smoothly so that harmony may return to the processes of university teaching and learning. [For the full proceedings, see ED623569.]

The reason for the interest in the use of learning technologies that protect health in education is not to harm the physical and psychological health of learners in the process of training and education. After the creation of new types of innovative educational institutions, the knowledge load of learners increases, the increasing learning load can disrupt the normal development of students' central nervous system, vision, musculoskeletal system. This seriously harms the health of students. Only 5-15% of school leavers are healthy. To partially eliminate this problem, the project "Healthy Education-Healthy Nation" is being implemented in Azerbaijan to develop education. During the implementation of the project, its goals were expanded psycho-pedagogically in a local school. The goal was to develop students' thinking while maintaining their health. To achieve this goal, changes were made in the learning process: (1) The purpose of training was replaced by the purpose of learning; (2) Active training was replaced by constructive learning; (3) The structure of the knowledge of programs is based on a complete and fuzzy model; and (4) Tasks that ensure the operational development of student thinking, price criteria were created to measure the level of development. The article reflected the work done within the project. [For the full proceedings, see ED626585.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]

In times of crisis, people look up to their leaders and expect that they would minimise the impact of the crisis at hand. Leaders in such situations must grasp and address the crisis while maintaining a sense of normality. In this research, we drew on data from a literature search to answer the following question: What can be learnt from studies on teacher wellbeing during the COVID-19 crisis, that can help us to determine the leadership style needed to support teacher wellbeing? A literature search was conducted to create a database of articles that focused on teacher wellbeing during the COVID-19 crisis and school leadership. The following four keywords/phrases were used during the search: crisis management in schools; crisis management during COVID-19 in schools; leadership styles for crisis management; and leadership styles in support of teacher wellbeing during crisis situations. The review included both national and international studies. This paper highlights two leadership best practices for navigating teacher wellbeing challenges posed by the coronavirus pandemic, namely distributed leadership and compassionate leadership. [For the complete Volume 19 proceedings, see ED613922.]

ASCUE, the Association Supporting Computer Users in Education, is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. Begun in 1968 as CUETUG, the College and University Eleven-Thirty Users' Group, with an initial membership requirement of sharing at least one piece of software each year with other members, ASCUE has a strong tradition of bringing its members together to pool their resources to help each other. It no longer requires its members to share homegrown software, nor does it have ties to a particular hardware platform. However, ASCUE continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: "Our Third Quarter Century of Resource Sharing." These proceedings include 1 full paper, 1 book review, and abstracts for 19 additional papers presented at the 53rd conference. [For the full paper, "Using Modern Chess Software for Opening Preparation," see ED617407.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

The 13th iteration of the International Conference on Educational Data Mining (EDM 2020) was originally arranged to take place in Ifrane, Morocco. Due to the SARS-CoV-2 (coronavirus) epidemic, EDM 2020, as well as most other academic conferences in 2020, had to be changed to a purely online format. To facilitate efficient transmission of presentations all paper presenters pre-recorded their presentation as a video and then hosted it on YouTube with closed-captioning (CC). The official theme of this year's conference is Improving Learning Outcomes for All Learners. The theme comprises two parts: (1) Identifying actionable learning or teaching strategies that can be used to "improve" learning outcomes, not just predict them; (2) Using EDM to promote more "equitable" learning across diverse groups of learners, and to benefit underserved communities in particular. This year's conference features three invited talks: Alina von Davier, Chief Officer at ACTNext; Abelardo Pardo, Professor and Dean of Programs (Engineering), at UniSA STEM, University of South Australia; and Kobi Gal, Associate Professor at the Department of Software and Information Systems Engineering at Ben-Gurion University of the Negev, and Reader at the School of Informatics at the University of Edinburgh.

This chapter examines the impact of the Year Abroad (YA) on mental health and wellbeing, arguing that whilst we tend to be systemically and culturally inclined to focus on and mitigate negative impact, we overlook the benefits. Drawing on qualitative and quantitative data from students surveyed on placement in Germany and Austria, and on mental health research, this chapter highlights the positive impact of the YA, even where students are faced with challenging situations. It suggests a correlation between a range of factors including linguistic competence and otherness, facilitating a sense of wellbeing not attainable in a first language setting. These findings are indicative, suggesting that further, in-depth longitudinal research is warranted. [For the complete volume, "Perspectives on the Year Abroad: A Selection of Papers from YAC2018," see ED603732.]

Little research addresses the schooling experiences of non-binary students; no prior work explores their experiences in cyber schools. Using unique data from a multi-state cyber charter, we compare the factors parents of non-binary (n=48) students and parents of other students stated as reasons for leaving their prior schools to attend a cyber charter school in fall 2019 (before the COVID-19 pandemic). Despite small sample size, we found statistically significant differences, with parents of non-binary students two to three times more likely to cite mental health, safety, and bullying related factors as motivating their choice of cyber schooling. There were no significant differences regarding physical health, and few involving academic-related concerns. We conclude with suggestions for future research.

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 7-10, 2019, in Denver, Colorado. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

The role of various neurological structures and their functions play a key role in determining risk versus reward and pleasure versus pain. This neurobiological evolutionary development ultimately drives our motivation or avoidance based exclusively on our desire to survive. Following 16 years of prolonged combat in Iraq and Afghanistan, the military veteran is an exceptional example into how being emotionally distant (Post-traumatic Stress Disorder) can produce unintended barriers to learning. According to Pessoa (2017), the key to adult learning is unlocking the emotional pathways that are interwoven between perception, cognition, motivation, and action. [For the complete proceedings, see ED590245.]

Regarding the growing frequency of crisis situations in society, an improvement of special educators' skills in providing psychosocial first aid (PFA) to people with disability in crisis situations needs to be taken into account. The goal of the study was to ascertain the special educator`s role when providing PFA in selected crisis situations, as delineated by volunteers of Community-based psychosocial intervention teams. In conducting the study, a qualitative approach was used with a multi-case study of the descriptive-exploratory character being the main method of the procedure conceptualization. The data was collected by means of combining a semi-structured interview and a projective technique -- sorting out picture cards. A thematic analysis method was employed for data analyzing. Volunteers giving PFA to people with disabilities have faced significant difficulties. A specific approach in providing PFA to people with disabilities is necessary. Thus, strengthening of the special educator`s role is required in the given field. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1," see ED603189.]

This study, based on the observation of children (3-5 year olds) following a program of specific physical exercises guided by music, wants to evaluate the effect of movement on body, mind and cognition. It will promote activities and experience in order to 1) build up a healthy body and a healthy mind; 2) prevent obesity as well as type 2 diabetes, and 3) to improve "the functions of the liver, muscles themselves, and (importantly) the brain," as attested by the essays edited by B. Spiegelman, which report the results of the metabolism related to people regularly practicing physical education. By taking into account the last researches about the stimuli the brain receives from a rich environment and their impact on the activation of neural plasticity, which is more elastic during childhood, this analysis aims at stressing that the hormone irisin, whose beneficial effects on our health belong to the latest studies on physical exercises, is of great help not only to build up a healthy future life, but also to cure some diseases due to age or occasional accidents.

The present research endeavor was aimed to assess Gender differences in Mental Health Status of M.Ed. students in Kerala. The sample of the study consisted of 314 M.Ed. students, of which 49 were males and 265 were females in Kerala. The method used for the present study was survey method. Mental Health Status Scale (M.H.S. Scale) was used and t-test was used for the analysis of data. The statistical results of the study indicated that, there was no significant difference in each of the components of Mental Health Status with respect to Gender among the students in Kerala. In general, there was no significant difference in Mental Health Status with respect to Gender among the students in Kerala. Based on the findings obtained, the present study provides educational implications for better educational outcomes as well as for further researches in the research area based on the findings.

In this study, the 2016 Korea National Health and Nutrition Survey was used to determine if there was a difference in mental health according to the group's (Korea's Economic Vulnerability Group and Normal Groups) health behaviors. The subjects of the study were 367 economic vulnerability group and 708 normal groups, and data analysis was performed by two-way ANOVA. The results of the study are as follows. The results showed that there was statistically significant difference in the subjective health form (F = 6.181, P <0.01), and no significant difference was found in the drinking, smoking, leisure physical activity and work physical activity. These results indicate that the mental health of the economic vulnerability group and the normal groups differ depending on the type of health that individuals think. This suggests that health care campaigns or programs that individuals perceive should be different for the economic vulnerability group. [For the complete proceedings, see ED625798.]

Education has been regarded as an essential concomitant of all human society. However, the functioning of the educational process itself may become a source of stress and strain and mental disorder for its participants. Mental and behavioural disorders are common, serious and global. Yet, these disorders have largely been absent from the global health agenda. The present education is the result of contradictions and conflicts. Is it possible to live without conflicts? What does it mean to live in this world? The results are wrong! Have we changed after millions years? Who is creating this situation? Is it possible to live peacefully on the earth? Why man kills another human being? We have to think: From where has the present man come? From where has the present society been born? All these mental and behavioural disorders, all this violence that goes on all around the world , this suffering, war, anguish, helplessness and poverty in the world- where are all these coming from? The factories of education are increasing and we call them schools and Universities. Do we have education? What do we want from the education? What kind of education do we want? These are factories where sick minds are created, and such sick minds are leading the world into a ditch. Violence is increasing and competition is increasing. Mental health disorders are not well recognized by the public and this lack of knowledge of disorders may lead to delays in seeking help as well as to inappropriate help-seeking behaviours. The paper is an effort to find out the ways for emerging mental health literacy through the psychopathology of education. In fact to be effective, mental health promotion must aim to change behaviour and attitudes, not just provide information. The secret of healthy mind is not related to what we have, but in how we are using what we have. We each must find the way to learn and move through the pain and pick ourselves back up.

It is obvious that today's students are graduating into a world that is interconnected as never before and education for international understanding for global citizenship education (GCE) inspires action, partnerships, dialogue and cooperation through formal and non-formal education. It promotes an ethos of curiosity, solidarity and shared responsibility. The changing educational landscape in the global context and the increasing interconnectedness and interdependence of the world have placed unprecedented demands on mental health education programs in preparing people all around the globe to educate for twenty first century global citizenship. It is time to bring mental health into focus. Momentum is gaining in terms of raising awareness, mental and behavioural disorders are the source of enormous human suffering across the lifespan. The paper is an effort to find out the ways for the significance of global citizenship education for mental health development. It requires high level and long-term policy and resource commitment to the goal of "learning to live together" in the twenty first century. The vision of a new world picture must precede the creative acts and the detailed organization of new knowledge necessary for its realization.

A growing body of evidence from across the globe is also telling us that no matter where they are from more and more people are relying on digital tools, platforms and services to learn, engage, participate, play, innovate, work or socialize. In the current period of rapid development of information society information literacy of citizens belonging to different social and age groups is becoming increasingly important. Information technology expands the possibilities for communication and access to relevant information; provide the conditions for the implementation of social functions, self-realization and creativity. However, the possibility of mastering the skills of working with information is not equal for the reprehensive of citizens in the global society. Institutions and organizations engaged in this process can provide the overcoming of this inequality. Here specifies the step towards shaping an integrative conceptual frame of reference that encompasses most of the positive mental health dimensions of user activity in the digital revolution, which may serve as a basis for future research on the promotion of mental health literacy. [This paper was published in: "Techno-Pedagogy and Knowledge Management: The Transitional Gateway of Digital Instructional Space" (p25-32). Kerala, India: Government College of Teacher Education (ISBN 978-81-931058-6-3).]Wildc

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

We all have mental health. Mental health relates to how we think, feel, behave and interact with other people. At its simplest, good mental health is the absence of a mental disorder or mental health problem. Adults, children and young people with good mental health are likely to have high levels of mental wellbeing. The World Health Organisation has defined mental wellbeing as "a state of mind in which an individual is able to realise his or her own abilities, can cope with the normal stresses of life, can work productively, and is able to make a contribution to his or her community" (World Health Organisation, 2010).It can be helpful to understand wellbeing as being made up of two key elements: (1) Feeling good; and (2) Functioning well. Feeling good means experiencing positive emotions like happiness, contentment and enjoyment. It also includes feelings like curiosity, engagement and safety. Functioning well is about how a person is able to function in the world. This includes having positive relationships and social connections, as well as feeling in control of your life and having a sense of purpose. Mental well-being does not mean being happy all the time and it does not mean you won't experience negative or painful emotions such as grief, loss, or failure, which are a normal part of life. People with high levels of well-being will still experience these feelings, but are likely to be better able to cope with them without it having a significant impact on their mental health. [This paper was published in: "Proceedings of the National Seminar on 'Humanising Education of Children with Special Needs' [Kerala, India, February 5-6, 2015]," edited by Sankaranarayanan Paleeri. 152-155. Ottapalam: NSS Training College, 2015 (ISBN: 978-81-924412-1-4).]

This study reviews the definition of lifelong learning in the context of the European Union policy agenda as sets out in the Lisbon strategy. The paper also reports on the mental health service users' and trainers' perceptions of a "successful" lifelong learning training intervention. The work reported in this paper was part of a larger study which examines EMILIA lifelong learning training in one EMILIA demonstration site. The study interviewed a number of mental health service user-trainees and service user-trainers using focused group in order to get a deeper understanding of the experience and results--"success" or otherwise--of EMILIA training model as applied to adults with long-term mental illness. Analysis was based on an interpretative technique--specifically recursive abstraction--of the interviews. The results show that students (trainees) perceived the training intervention as successful because of students were involved in setting the "ground rules," prefer and enjoy varied teaching methods, had the opportunity to network socially and, more importantly, realised that by participating they could achieve and succeed on the course. The review part of the study suggests that, although the European Union, as indeed most member states, predicates lifelong learning policy on mainly economic factors--i.e. economic growth and jobs--tackling exclusion or promoting social inclusion remains a central plank of strategies for lifelong learning at both national and European levels. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

Recovery oriented practice/service provision is how workers and services support people in their recovery journey. There are four identified practice domains: promoting citizenship, organizational commitment, supporting personally defined recovery, and working relationship. Professionals might be helpful if they are willing to be open, respectful and use their qualities as partners in healing, rather than "we-they" approach with paternalism and disempowerment. Also language matters in psychiatry, it is claimed to have the potential to contribute either to stigma and social exclusion or to people empowerment. One approach to supporting practice change is through well designed and aligned with the emerging conceptual dimensions of recovery training--users as well as providers needs some education how to benefit from the on-going reform. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

Proceedings of the 28th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of Farmingdale State College. The conference theme for 2014 was:" Infusing Issues of Racial, Religious, and Sexuality Diversity Across the Undergraduate Curriculum." The Conference featured a keynote address by Regan A. R. Gurung, Ph.D., University of Wisconsin, entitled "Models, Modalities, and the Means to Address Diversity in the Curriculum". The address provided an insightful and resource-rich presentation on the tools and techniques for effectively integrating diversity into courses through discussions, assignments, illustration, test questions, and images. In addition to the conference keynote address, participants had 35 workshops, roundtable discussions, oral presentations, and student presentations from which to choose. Twenty-nine of the presentations are included in these proceedings with a selection of titles and respective author(s) as follows: Got Diversity--Now What? Diversity Challenges on a Diverse Campus (Destinee Chambers, Anne E. Stuart, and Sandra A. Sego); How Can We Calm Their Passions and Open Up the Discussion? Teaching Diversity Issues From a Critical Thinking Perspective (Kamil Hamaoui); Sweets, Shock, Bowling, and Psychopaths: Bringing Nine Counterintuitive Findings in Psychology into the Classroom. Why What You Know from Your Experience is Just Plain Wrong (Geoff Turner, Jeffrey D. Holmes, and David J. Bennett); Using ePortfolio to Support Social Pedagogy in Psychology (Alison Carson); Integrating Cultural and Sexual Minority Diversity with Psychological Science: Examples from Teaching Gender and Sexuality Applicable to a Spectrum of Psychology Courses (Marcus C. Tye); Student Perspectives on Disclosing Mental Health Concerns in the Classroom (Benjamin Wood); I-RISE Mentoring Program Supports Underrepresented Minority Student Success (Karen Singer-Freeman, Linda Bastone, Brittany Miller, and Rebecca Lopez); Let the Research Come to You: Using Technology to Find the Best Content (Michael Britt); Teaching About Transgender Issues in Psychology Classes (Matthew R. Lee, Julia Brown, and Kiera Guralnik); Teaching Clinical Treatment and Client Negotiation Skills via Role-Play (John L. Theodore); Textbook Technology: Pedagogical Aid or Pitfall? (Michele Baranczyk, and Matt Gray); Stereotyping and Discrimination: The Labeling Exercise in Action and Shaping the Student Experience (Marla Johnston, and Michaela Porubanova); Two STEM Pioneers: Florence Nightingale and Stella Cunliffe (Thomas Heinzen); Getting Comfortable with Discussing Diversity in the Classroom (Nicholas Salter, and Shaziela Ishak); Sonic Psychology: Teaching Diversity through Song (Daniel L. Benkendorf). [Selected individual papers contain references.]

Personal recovery has three main dimensions: hope, agency and opportunity. The opportunity links it with social inclusion and thus peoples' participation in a wider society. Schizophrenia as a complex mental health disorder is ranked among the leading causes of disability worldwide. It influences all major areas of life: emotional and cognitive functions, relationships with others, employment and social activities participation. This paper addresses some of the crucial social challenges faced by schizophrenia sufferers and provides examples of interventions aiming to counteract their social exclusion. [For the complete Volume 12 proceedings, see ED597979.]

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]

Virtually no formal treatment protocol exists for the health/mental health care of biracial Filipino Amerasians in the Philippines. Today this large group comprises a mostly socioeconomically at risk diaspora. A recent 3-year study found depression, elevated anxiety, joblessness, social isolation, substance and alcohol abuse, and housing insecurity, often traits among refugee and immigrants. An innovative social work practice course for the treatment of these core mental health issues for undergraduate students, originated at Systems Plus College Foundation, Angeles, Pampanga, Luzon, presents the knowledge needed for effective intervention strategies.

We are delighted to welcome you to the International Psychological Applications Conference and Trends 2013, taking place in Madrid, Spain, from 26 to 28 of April. Our efforts and active engagement can now be rewarded with these three days of exciting new developments about what we are passionate about: Psychology and its connections. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2013 received over more 338 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference also includes a keynote presentation from an internationally distinguished researcher Prof. Howard S. Schwartz, from Oakland University, U.S.A.. There will be also two Special Talks, one by Michael Wang, Professor of Clinical Psychology in the School of Psychology, College of Medicine, University of Leicester and also Director of the Doctoral Clinical Psychology Training Course at Leicester, UK, and the other by Clara Pracana, founding member of Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal, to whom we express our most gratitude. This volume is composed by the proceedings of the International Psychological Applications Conference and Trends (InPACT 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed important topics in four main fields taken from Applied Psychology: Clinical, Educational, Social, Legal and Cognitive and Experimental Psychology. The areas can, of course, be object of discussion, but extended abstracts were presented in 56 topics within these fields of research: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; vi Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: Psychology and its multi-disciplinary connections. It includes an extensive variety of contributors and presenters, who will extend our view of the human psyche and behavior, by sharing with us their different personal, academic and cultural experiences. This is certainly one of the reasons we have so many nationalities and cultures represented, inspiring collaborative links and fostering intellectual encounters. Educational Psychology oral presentations include: (1) Investigation of Primary School Students' Optimism Level and their School Perception (Esra Çalik Var and Selahiddin Ögülmüs); (2) The Effect of Communication Skills-Psychoeducation Program on the Communication Skills of the Police Academy Students (Sevgi Sezer); (3) Working with Shy Adolescents: Effectiveness of Life Skills Group Training (Lancy D'Souza); (4) Transition In Transition Out (TITO): Using Peer Mentoring to Assist Graduating Students Transition Beyond University (Sophia Xenos, Andrea Chester and Lorelle Burton); (5) Personality and Academic Dishonesty: Evidentes from an Exploratory Pilot Study (Dan Florin Stanescu and Elena Madalina Iorga); (6) How to Improve the Writing of Opinion Essays? - The Role of Self-Regulated Strategies Development (Catarina Araújo, Ana Paula Martins and António Osório); (7) Early Intervention and Fragile X Syndrome (Ana Apolónio and Vítor Franco); (8) Chronopsychology Assessment of the Type of Time Organization Applied in Algerian Schools (Louisa Marouf, Rachid Khelfane and François Testu); (9) Perfectionism and School Performance in Children (Lauriane Drolet, Philippe Valois and Jacques Forget); (10) A General Overview on Parental Emotional Socialization Behaviors (Sukran Kilic); (11) Family Unpredictability and Social Support Reported by Families in Early Intervention Programs versus Community Families (Teresa Sousa Machado and Iolanda Correia); (12) Toxic Environment: Outcomes of Parental Methamphetamine Addiction on Child Psychological Health (Comfort B. Asanbe, Charlene Hall and Charles Bolden); (13) Parental Involvement and Inclusive Contexts (Sara Alexandre Felizardo and Esperança Jales Ribeiro); (14) The Effect of Group Counseling Experiences to Counselor Trainees' Group Leadership Characteristics (Bahar Mete Otlu); (15) The Role of Big Ideas in Technology-Mediated Curricula (Theodore R. Prawat and Richard S. Prawat); (16) Cognitive Features of Students with Different Level of Research Potential and Success in Learning (Nina Bordovskaia); (17) Associations of Unhealthy Behaviors and Depressive Symptoms with School Difficulties and Role of Socioeconomic Factors in Early Adolescence (Kénora Chau, Michèle Baumann, Jean-Charles Vauthier, Bernard Kabuth and Nearkasen Chau); and (18) Expanding Borders: Teachers Motivation (Claus Dieter Stobäus, Juan Mosquera and Bettina Steren dos Santos). Educational Psychology poster presentations include: (1) Peruvian Teachers' Perceptions about Autism and Implications for Educational Practice (Joyce Echegaray-Bengoa and Manuel Soriano-Ferrer); (2) Giftedness: Peruvian Teachers' Perception (Joyce Echegaray-Bengoa and Manuel Soriano-Ferrer); (3) Work Satisfaction and Social Well-Being of Teachers according to Headmasters' Support and Teachers' Personality Traits (Anna Janovská, Olga Orosová and Beata Gajdošová); (4) Early Intervention in Childhood: Study on the Evaluation of the Satisfaction of Families (Esperança Jales Ribeiro, Sandra Gonçalves and Sara Alexandre Felizardo); (5) Socio-Emotional Competences in Portuguese Youngsters: Developing of Assessment Tools for Parents (Heldemerina Pires, Adelinda Candeias, Nicole Rebelo, Diana Varelas and António M. Diniz); (6) The SET GAME® and its Cognitive Aspects (Sandreilane Cano da Silva and Lino de Macedo); (7) Teachers' Notions about Types of Communicative Behavior and Levels of Communicative Culture (Galina Glotova and Angelika Wilhelm); and (8) Reading Comprehension Difficulties - Comparison of Poor and Good Comprehenders using Neuropsychological Tasks (Helena Vellinho Corso, Tânia Mara Sperb and Jerusa Fumagalli de Salles). Author index is included. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

It is well recognized that trauma of domestic violence has destructive impact on somatic and mental health--hence quality of life. In Poland today's assistance programs provide a quite wide range of services, including emergency shelter, crisis intervention, support groups and counselling services. While health care providers may be successful at treating the acute effects of domestic violence, these effects are not sufficiently linked to the restoration of victims' wellness and reestablishment of their connections with the community--hence social inclusion. The aim of this paper is to share with academics and mental health practitioners the experience of developing and piloting training programme for women with domestic violence experience. The objective of this descriptive study is to investigate participants' reaction to the intervention "Living better with the experience of domestic violence and mental health difficulties". The training was developed during the DAPHNE III Empowering W? project, and conducted in five countries: Greece, Italy, Slovenia, Poland, and United Kingdom. In Warsaw there were five hours workshops twice a month over sixteen weeks with six subsequent refresher sessions conducted once a month. The participants found it to be a very positive experience: effective and supportive. These results need replication and further work to identify what were the preconditions for making it such a worthwhile experience and how this could be replicated on a wider basis. [For complete volume, see ED567118.]

Poland's complex history strongly influenced the development of educational system. Together with the Catholic church, formal and informal education helped to preserve national identity and prepare society for future independence during the partition period. In the communist era, education was the chief mode of restructuring the society and improving the social mobility of the hitherto unprivileged workers. The postcommunist era brought an extensive debate over the goals of restructuring the socio-political system. The goal of this paper is to share with the readers some ideas about the past and the present of the Polish educational system in order to point out that the reform of it is still a continuous process aiming to find out the optimal way for individuals' holistic development. The authors, who are mental health care providers, put also to the spotlight some examples of mental health education in Poland. [For complete volume, see ED567040.]

This research explored the perceptions of students at a university campus in Gauteng South Africa on external factors that may contribute to their emotional (psychological) and academic functioning. During a preliminary investigation, three students at a residential university voluntary came for psychological counseling sessions because of stress related issues. They were interviewed and it was provisionally determined that six external factors contributed to their stress and burnout. Although it started off with a qualitative instrumental case study approach the research developed into a pluralistic study. Group counselling was introduced to the three students as it was anticipated that sharing painful experiences might be more effective. An action research methodology was followed: factors realized as themes or categories during discussions, and the research was followed up by a quantitative method. Participants (89) from four universities were selected by convenient sampling to complete a questionnaire. The discussion and conclusion on results will reflect some findings of the quantitative research where it may be considered in support of the qualitative research. This article seeks to make both a theoretical and practical contribution to the knowledge of factors that impact on emotional well-being and academic performance of students. I will argue that the clarity of the association between a university learning environment and students' perspectives are often limited, because students' perspectives are seldom adequately considered. A bibliography is included. [For complete volume, see ED567040.]

The document is a summary of the conference proceedings for the 23rd Annual Farmingdale State College Teaching of Psychology Conference held on March 20-21, 2009 at the DoubleTree Hotel in Tarrytown, New York. The conference featured a keynote address by Dr. Jeffrey Nevid on Reaching and teaching the millennials: Helping today's students become more effective learners. Participants also had 24 presentations from which to choose and many colleagues, new and old, with whom to network. Seven of these presentations are included in these proceedings: (1) A Student Perspective on Tradition, Hybrid and Distance Learning Courses (Katherine Zaromatidis and Patricia Oswald); (2) Neighborhood Environments as Learning Laboratories for 21st Century Undergraduates (Joan F. Kuchner); (3) Do Clickers Click? A Classroom Experience with Student Response Systems (Celia Reaves); (4) The Use of Online Resources on Student Attendance and Academic Standing (Linda L. Dunlap and Jeffrey D'Angelo); (5) Moving Classroom Discussions Online (Jeffrey S. Baker); (6) Collaborative and Original Research in 21st Century Undergraduate Experimental Psychology (Rachel T. Bowman, Nina Tarner, and Christina J. Taylor); and (7) Simulation of Initial Assessments in Classroom Settings via Role-Play (John Theodore). [Abstract modified to meet ERIC Guidelines. For the 2008 proceedings, see ED504072.]