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Studies have demonstrated the presence of anxiety among undergraduate students. Some causal factors are academic, but many are non-academic. The pandemic changed the way education is delivered, requiring remote learning for all. This situation disrupted students' academic routines and presented significant learning challenges, causing anxiety. The pandemic also exacerbated the impact of non-academic factors, given the social distancing imposed. Based on a structural model analyzing 348 undergraduate accounting student responses, results show that a combination of academic and non-academic factors triggered anxiety among accounting students in the e-learning pandemic context. The items loading on the most important anxiety-inducing academic factor, namely teaching/learning challenges, suggest that the most basic teaching practices related to planning course workload and management should be considered in all circumstances and delivery modes. The paper offers academia ways to better prepare for the new learning modalities in accounting education or during a future pandemic.

Research on flexible assessment suggests that providing students with choice in assignments can increase motivation and deepen investment in learning. Although instructors are often advised to adopt flexible assessment, they are also warned about potential detriments such as perceived lack of rigour among colleagues, the stress that decision-making can bring to students, and increased workload for themselves. This paper draws upon student responses to a survey, a class discussion, and instructor observations to identify benefits and costs of flexible assessment in a fourth-year history course. Among the benefits are that students can pursue their interests more freely in both content and form, while the instructor can enjoy creative and original student work. The costs include anxiety among students who may be unsure how best to choose their assessments, and additional work for the instructor who must manage a multiplicity of assignments within the confines of an institutional grading system. The implementation of flexible assessment is recommended provided that the flexibility is compatible with the course's learning outcomes, the students' level of independence, and the instructor's capacity to take on an unpredictable amount of extra work. Suggestions are offered for how to implement flexible assessment without creating too much of a burden for either students or instructors.

The disruption that resulted from COVID-19 in 2020 impacted the ways in which higher education faculty lived and worked. Earlier literature describes how faculty members' experiences during the early months of the pandemic included emotional impacts such as stress and anxiety, with little support to manage these impacts. In this paper we report on a thematic analysis of interviews with Canadian faculty members which revealed that the sources of impacts on Canadian faculty were both the COVID-19 pandemic, as well as racial tensions. These impacts revealed themselves in both the personal and professional lives of participants. With regard to their professional role, participants reported that the additional time and care that they put towards learning new technologies, implementation of new teaching practices, support of students, and efforts to sustain their perceived obligations as a scholar carried an emotional burden. With respect to their personal lives, participants noted that emotional impacts emanated from increased caring responsibilities for family and friends, reduced in-person connections, and news reports and social media. We conclude by presenting support recommendations for individual faculty members, teaching and learning centres, and university administrators.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

Many face-to-face accounting classes were canceled in response to the COVID-19 pandemic and were subsequently delivered exclusively in an online and distance learning format. This paper investigates the impact of this migration on accounting students' engagement and satisfaction in the early stages of the pandemic. A survey was administered to all the students registered in the undergraduate and graduate accounting programs of a large state-funded university in Canada. The study finds that the variables stress/anxiety, social interactions, instructor strategy, technological accessibility and delivery mode flexibility are related to accounting student engagement, while social interactions, instructor strategy, and engagement affect satisfaction. Using factors previously studied in non-pandemic settings, the study shows what drives the extent of accounting students' engagement and satisfaction during a health emergency. Practical implications include the importance of providing emotional/psychological support to anxious/stressed students, fostering frequent and easy interactions with instructors, and offering added flexibility through asynchronous instruction.

In this paper we explain how teachers can subvert settler colonial epistemology in their classrooms and become 'imperfect accomplices.' Drawing on a larger project, we focus on the ways non-Indigenous teachers understood their role in teaching Indigenous content and epistemologies through their lenses of 'fear,' which we re-theorize as 'anxiety.' These anxieties were enacted by the educators in two ways: stopping the teaching of Indigenous content and epistemologies, or using productive pausing for self-reflection. We explain how stopping the teaching outside of settler colonial epistemology is based on structures that impose fear to go outside of that epistemology. We then examine how some teachers pause within these structures of 'fear' and explain three strategies to become 'imperfect accomplices.'

Conducted two experiments to determine whether scores on computerized test would differ significantly from scores on paper-and-pencil format. College students (Study 1, n=24; Study 2, n=400+) completed the Verbal Reasoning test of the Differential Aptitude Tests. Results showed reduced performance on computerized version of test. Reduced performance was not related to computer anxiety or computer familiarity. (Author/NB)

The benefits of a peer review process tend to be evaluated in terms of improvements to students' writing. But are there reasons why instructors might want to implement peer review into their courses over and above writing development? In this study, we collected data from 30 university students on their perceptions of a peer review process. Although we found little revision of student work from draft to final paper, we were surprised to learn that students found the process useful. We found that the peer review process helped students develop non-cognitive skills. In particular, it helped them to develop (a) self-discipline, which helped with their time management, and (b) resilience in overcoming anxiety, which helped them to integrate in a social network.

This paper addresses the student support systems available in Chinese schools, with reference to those available in Canadian schools, in order to understand the most effective foundations for academic success and student motivation. The focus of educational support within Chinese and Ontario schools is rooted around times of high-stress exams, such as the Senior High School Entrance Exam ("Zhongkao," [characters omitted) and the National Higher Education Entrance Exam ("Gaokao," [characters omitted]) in China, and the Education Quality and Accountability Office (EQAO) Literacy Exam and the Canadian Achievement Tests (CAT) in Ontario. I explore the available means through which schools provide guidance and additional support for students throughout the grades leading up to major examinations. This inquiry involves observation of various Chinese classrooms, research of literature examining stress levels and academic success, and observations of school programs and guidance facilities within the schools and communities.

Purpose: The purpose of this paper is to examine how various types of workplace social support from different support sources interact with occupational stressors to predict the psychological well-being of university professors. Design/method/approach: A total of 99 full-time professors participated via an online or paper questionnaire. Findings: Using moderated hierarchical multiple regressions, the results support the hypotheses that the effects of occupational stressors on professors' psychological well-being vary depending on the level of perceived workplace social support. However, although workplace social support buffered the effects of some occupational stressors (i.e. work overload), social support exacerbated the adverse effects of others (i.e. decision-making ambiguity). Research limitations/implications: The dichotomous effects of social support suggest that the impact of social support may be moderated by another variable, such as perceived control over the stressor at hand. The present findings echo calls for further refinements to models of social support to examine how individuals' situational appraisals shape the variable interactive effects of stressors and social support on individuals' health and well-being. Originality/value: This study provides new insight into academic work stress by systematically examining the effects of workplace social support on professors' work stress experience. This study also extends our current understanding of the relationships among stressors, strains, and social support by providing empirical evidence that workplace social support is neither consistently beneficial nor a unidimensional construct. (Contains 2 figures and 3 tables.)

Social capital has been studied by academics for more than 20 years and within the past decade there has been an explosion of growth in research linking social capital to health. This paper investigates social capital in Hamilton, Ontario by way of a telephone survey of 1,002 households in three neighbourhood groups representing high, mixed and low socio-economic status (SES). A Social Capital Measurement Tool is proposed as a straightforward way to account for differences in social capital perceptions and actions among residents. Consistent with the literature, the paper found that there was a strong association between social capital perceptions and health, particularly mental health and life stress. Social capital was greater in the high and mixed SES neighbourhoods and much weaker in the low SES neighbourhoods. With respect to social capital actions, both volunteering and voting was associated with positive overall health and mental health. Finally, the paper identified the social capital "elite"--respondents with high or above average perceptions and who participated in the two social capital actions--voting and volunteering. Prominent among the social capital elite in Hamilton is the "health wealthy" senior, a positive development for the continued social well-being of the city.

Little research has been conducted on women living with HIV with a focus on caregiving. This paper explores data that emerged in a study examining caregiving networks among people living with HIV in the Prairies in Canada. Photovoice provided a methodology for data collection. The narratives presented suggest that while these women's lives are riddled with risk and violence, there are clear features to which they turn to in order to gain support and strength. Recommendations for future social support conclude the paper.

Purpose: This paper aims to assess the effectiveness of verbal self-guidance (VSG) and self-management on youth employability. It seeks to access the joint effectiveness of these interventions, grounded in social cognitive and goal setting theories, for youth job seekers. Design/methodology/approach: The studies used experimental designs involving participants enrolled in an undergraduate business cooperative degree program. Survey data assessing self-efficacy and anxiety were collected pre and post-training. Interview performance was also assessed in each study. Findings: In study 1, it was found that students trained in self-management and verbal self-guidance (SMVSG) improved interview performance and reduced anxiety. In study 2, it was found that self-efficacy and job search effort were higher in the SMVSG group relative to VSG alone. Research limitations/implications: For study 1, the only measure of employment was a mock interview. For study 2, a limitation was that approximately 25 per cent of participants failed to either complete the post-training survey or attend the interview. Practical implications: Overall the studies describe a relatively simple and low cost training intervention, and associated performance measures, that can continue to be used by practitioners and scholars with future groups of youth job seekers. Originality/value: The paper shows that these studies further support the effectiveness of VSG-based interventions for employability. The paper also shows the value of augmenting VSG training with self-management training in the context of youth employability. Furthermore, this research also considered anxiety, a key variable in successful employment that has often been omitted in the literature. (Contains 4 tables.)

In this paper, we examine the impact of adopting a comprehensive school health (CSH) approach on reducing anxiety and depression of school-age children. We use the data from 245 schools that received government funding support to adopt a CSH approach in order to build health promoting school environments in Alberta. Using a linear multi-level (hierarchical) model, we compare the average percentage of students with anxiety and depression across the schools that are in three different funding stages: pre-funded, actively-funded, and post-funded. Results show that, all else held constant, the schools that are in the actively-funded stage, relative to pre-funded schools have a lower percentage of students who suffer from anxiety and depression.

Objectives: Indigenous youth who identify themselves as First Nations, Métis or Inuit living in Canada between the ages of 12-25 experience higher rates of depression and suicide than non-Indigenous youth. Using narrative review, this paper provides a critical analysis of the scholarly literature to explore the current delivery and accessibility of mental health services among Indigenous youth and suggests areas for improvements in system recovery. Research Design and Methods: The narrative review selected papers from databases including Google Scholar, PubMed, APA PsychInfo, and Indigenous Peoples Atlas of Canada to capture literature from several academic disciplines between August 2020 to May 2022. Data was then synthesized to deliver broad perspectives on this topic. Results: Three categories describe how the accessibility of mental health services for Indigenous youth is impacted by (1) research, (2) current mental health practice, and (3) the location of care services. The medicalization of mental health services, and its emphasis on individual causation and intervention, grounded this discussion. Intersectionality and cultural safety offered a counterpoint to medicalization since these ideas encourage the consideration of social, political, economic, and historical forces. These concepts inform possibilities for change at the micro, mezzo, and macro system levels to address this growing issue. Conclusion: Future implications for improving mental health services and mental health recovery among Indigenous youth include advancing research and implementing innovative solutions that promote intersectionality and culturally safe care across multiple system levels. [ABSTRACT FROM AUTHOR]

Increasingly students want to go abroad to study--to further their knowledge of English, experience a new culture and cultivate skills. Universities have been actively courting these students, sometimes without regard to their impact on responsibilities of heads of department, secretaries and support staff. Much is written on the intercultural aspects of the international teaching and learning environment, but almost nothing has appeared on the impact of international students on the university work environment, so it is necessary and opportune to discover what is being done, where problems lie and what could be improved. Based on a survey of lecturers and frontline administrative staff, this paper explores workplace perceptions of different cultural discourses, intercultural practices and relations among international students, academics and administrative staff in two universities in Canada and Denmark chosen to explore differences between Europe and North America. For the most part, academics and support staff all think that internationalization has brought many benefits to the university: intercultural diversity and awareness, strong work ethic and study habits, intellectual curiosity and a more interesting social environment. They also note problems of proficiency in English, culture clashes inside and outside the classroom and higher dropout rates, depression and anxiety.

The present study was designed to investigate links between dimensions of romantic attachment and relationship functioning in a cross-sectional sample of people in same-sex relationships, with the goals of replicating basic findings from research on heterosexual couples and advancing understanding of unique issues faced by same-sex couples. The sample included 274 female couples, 188 male couples, 34 women whose female partners did not participate, and 39 men whose male partners did not participate. Participants were recruited from geographically diverse regions of the United States and Canada and provided data by responding to pencil-and-paper surveys. Attachment insecurity in both self and partner were linked with poor relationship functioning across a range of variables (satisfaction, commitment, trust, communication, problem intensity). The pattern of results was identical for women and men, but the effects were stronger in male couples for some associations between attachment variables and indices of positive relationship functioning. Monogamy was positively associated with relationship quality only when participants or their partners reported moderate or high levels of attachment anxiety. Contrary to hypothesis, attachment did not moderate links between minority stressors and relationship functioning. (Contains 3 tables.)

In this article, the author talks about the growing pattern of migration experiences for professional people and the impact these have on the well-being of the family as a whole and individual family members who reside outside their home countries for prescribed periods of time. It is easy to argue that the experiences of such families are far less acute and immediate than those of refugee families. Professional families--those with one or two parents working for multinational corporations, the diplomatic corps, governmental and nongovernmental aid and development agencies, academic institutions, and so forth--may have far more resources at their disposal to cushion the impact of moving from one country to another. With the accelerating movement of human capital around the Globe and the increasing numbers of individuals and families living transnational lives, there is considerable merit for investigating the effects such experiences have on families, and putting forward strategies that minimize the negative impact on the social, emotional, and psychological health of family members. It is the hope of the author that through research and writing about such experiences, including more eclectic methodologies such as story telling, personal reflection and reflective recollections of one's own experience and that of one's family, lessons can be learned that might be of benefit to others, ameliorate the sense of alienation, and give clear recognition to the unique, potentially enriching but also somewhat stressful and disruptive experiences encountered by families on the move.

This article examines the relations between two contrasting education phenomena that occur generally and that have come to light in the geographic location where the author teaches and works. This first phenomenon is the proliferation of interest in issues of diversity and equity through education policies, theories, practices, and initiatives. The second is that while the talk about diversity and justice issues gestures toward social change, equity issues have not made significant inroads in areas of public and post-secondary schooling. In light of the considerable gestures toward equity and then the lapse, or what is sometimes called more politely "a lack of political will," the author wishes to offer that one way of understanding the repetition of sameness may be found in the literature describing collective guilt, fear, shame, and transference. To explore this claim, the first part of this article offers Sara Ahmed's (2004) conjecture that by witnessing to what is shameful about its past, a nation will ""live up to" the ideals that secure its identity" and therefore be able to recognize and confirm itself as "well-meaning". In the second part the author describes a particular set of public policies from her own province that could serve as an example of well-intended initiatives of change but that are mostly ineffectual, especially when compared to literature on critical education initiatives or real change to existing power relations. In Part 3, she argues that instead of direct action on inclusivity (not to mention the possibility of transformation), what does take place resembles well-rehearsed activities that work as ritualized events, capable of dealing with shame and delivering absolution, that Vera and Feagin (2004) call the "rituals of racism" to expiate symbolically the lack of forward substantive movement. (Contains 13 notes.)

Explores approach to dealing with human death. Describes floating perspective, based on insights from Choron and Jaspers, as suggesting it is possible to deal with human death by refraining from taking ultimate position on the problem. Position encourages openness to death. Examines role of anxiety and describes possible meaningful outcomes of encounter with human death from this perspective. (Author/NB)

This paper examines how experiences with a previous pandemic, particularly HIV/AIDS, may have informed approaches to COVID-19, with a focus on sexual orientation. Method: The sample was drawn from an online survey of Canadians 55+ conducted in 2020, comprising 1143 persons (mean age = 67; 88 gay or bisexual (GB) men, 65 lesbian or bisexual (LB) women, 818 heterosexual women, and 172 heterosexual men). Respondents reported if they, or someone close to them, "had been affected by" one or more pandemics and whether COVID-19 led them to "think more about their prior epidemic/pandemic experiences" and/or feel they "couldn't handle it again". Correlated items reflecting feeling "they have been here before"; "prepared for what is happening"; and "like they needed to act or do something" formed a scale named "agentic familiarity". Results: About half of respondents reported thinking about their previous pandemic experience; about 5% reporting feeling like "they couldn't handle it again" with no gender or sexual orientation differences. Higher agentic familiarity scores were found for GB men and for those with experience with HIV/AIDS vs. other pandemics. Discussion: These outcomes speak to resilience and growth experienced by LGBT (and especially GB) persons through shared stigma and trauma—with implications for current pandemic experiences and future actions, like advance care planning. [ABSTRACT FROM AUTHOR]

This paper examines the longitudinal effects of the COVID-19 pandemic on older adults (65+) with multimorbidity on levels of depression, anxiety, and perceived global impact on their lives. Baseline (2011–2015) and Follow-up 1 (2015–2018) data from the Canadian Longitudinal Study on Aging (CLSA), and the Baseline and Exit waves of the CLSA COVID-19 study (April–December, 2020) (n = 18,099). Multimorbidity was measured using: a) an additive scale of chronic conditions; and b) six chronic disease clusters. Linear Mixed Models were employed to test hypotheses. Number of chronic conditions pre-pandemic was associated with pandemic levels of depression (estimate = 0.40, 95% CI: [0.37,0.44]); anxiety (estimate = 0.20, 95% CI: [0.18, 0.23]); and perceived negative impact of the pandemic (OR = 1.04, 95% CI: [1.02, 1.06]). The associations between multimorbidity and anxiety decreased during the period of the COVID-19 surveys (estimate = −0.02, 95% CI: [−0.05, −0.01]); whereas the multimorbidity association with perceived impact increased (OR = 1.03, 95% CI: [1.01, 1.05]). This study demonstrates that pre-pandemic multimorbidity conditions are associated with worsening mental health. Clinicians treating mental health of older adults need to consider the joint effects of multimorbidity conditions and pandemic experiences to tailor counseling and other treatment protocols. [ABSTRACT FROM AUTHOR]

Background: The World Health Organization World Mental Health International College Student (WMH-ICS) initiative aims to screen for mental health and substance use problems among postsecondary students on a global scale as well as to develop and evaluate evidence-based preventive and ameliorative interventions for this population. This protocol paper presents the Canadian version of the WMH-ICS survey, detailing the adapted survey instrument, the unique weekly cross-sectional administration, the multitiered recruitment strategy, and the associated risk mitigation protocols. Objective: This paper aims to provide a methodological resource for researchers conducting cross-national comparisons of WMH-ICS data, as well as to serve as a useful guide for those interested in replicating the outlined cross-sectional methodology to better understand how mental health and substance use vary over time among university students. Methods: The online survey is based on the WMH-ICS survey instrument, modified to the Canadian context by the addition of questions pertaining to Canadian-based guidelines and the translation of the survey to Canadian French. The survey is administered through the Qualtrics survey platform and is sent to an independent stratified random sample of 350 students per site weekly, followed by two reminder emails. Upon survey closure every week, a random subsample of 70 nonresponders are followed up with via phone or through a personal email in an effort to decrease nonresponder bias. The survey is accompanied by an extensive risk mitigation protocol that stratifies respondents by the level of need and provides tailored service recommendations, including a facilitated expedited appointment to student counseling services for those at increased risk of suicide. The anticipated sample size is approximately 5500 students per site per year. Results: In February 2020, the Canadian survey was deployed at the University of British Columbia. This was followed by deployment at Simon Fraser University (November 2020), McMaster University (January 2021), and the University of Toronto (January 2022). Data collection at all 4 sites is ongoing. As of May 6, 2022, 29,503 responses have been collected. Conclusions: Based on international collaboration, the Canadian version of the WMH-ICS survey incorporates a novel methodological approach centered on the weekly administration of a comprehensive cross-sectional survey to independent stratified random samples of university students. After 27 months of consecutive survey administration, we have developed and refined a survey protocol that has proven effective in engaging students at four Canadian institutions, allowing us to track how mental health and substance use vary over time using an internationally developed university student survey based on the criteria from the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition). [ABSTRACT FROM AUTHOR]

Compared to research conducted with nondisabled samples, little is known about the relation between mental health and physical activity (PA) in individuals with a spinal cord injury (SCI). Despite this population being more at risk of experiencing anxiety and depression and less likely to engage in PA, few studies have investigated other factors that may impact this association in this population such as anxiety sensitivity (AS). AS is a fear of physiological arousal sensations, and importantly has been shown to be negatively associated with PA in people without disabilities. It is unknown if the changes to how one experiences physiological sensations after a SCI impacts the relation between AS and PA. Objective: This study investigated which forms of PA are predicted by anxiety and depression and whether AS is predictive of PA in this population. Research Method: 98 participants with a SCI (both paraplegia and tetraplegia) completed an online questionnaire that had measures of PA, AS, and anxiety and depression. Results: It was found that symptoms of anxiety were significantly associated with mild-intensity PA. Interestingly AS was positively associated with moderate-intensity PA. Conclusions: The results of this study show that the relation between mental health and PA in this sample may not mirror what has been found in people without disabilities. More research is needed to replicate these findings as well as to investigate other potential mechanisms that may be relevant for people with a SCI. Impact and Implications: The results of this paper provide important insights into the association between physical activity and mental health for people with a spinal cord injury (SCI). The results of this paper suggest that research looking at this association in people who do not have disabilities may not be generalizable to people with a SCI. [ABSTRACT FROM AUTHOR]

This paper uses the concept of ethnic prejudice to examine the extent to which fears and anxieties related to immigration and ethnic diversity constitute obstacles to middle-class nation-building in Canada. Our underlying assumption is that if immigration is so contentious and the status anxiety it induces so great, then it should manifest into substantial levels of ethnic prejudice. Moreover, if status anxiety induced by immigration is indeed a widespread concern in Canada, we expect it to translate to significant differences in ethnic prejudice between class and immigration status. To measure ethnic prejudice, we developed an index using common factor analysis with the Provincial Diversity Project. This dataset allows us to create a robust index of ethnic prejudice based on the individual attitudes regarding eight different ethnic groups. While our findings indicate that ethnic prejudice in Canada remains relatively low for the time being, it is evident that a certain level of ethnic prejudice persists and intersects with other forms of status anxieties and competition. [ABSTRACT FROM AUTHOR]

Using a queer theoretical lens, this conceptual paper explores the complexities of working with queer youth in leisure spaces by using genderplay to explore gender identity. Given the current social and political climate in Canada, researchers in this area face considerable professional road blocks from gatekeepers, despite providing often life-saving access for youth to queer mentors, community, and health resources. This paper, therefore, provides insight into the pervasiveness of the image of the child that informs the anxiety present in current political, social, and cultural discourses about queer children and the danger that image is putting these actual children in by limiting access to the above stated resources. Moreover, we expose how the image of the child is always invested in ideals of middle and upper-class whiteness, able-bodiedness, and imagined straightness from the outset, which further limits access to leisure spaces for queer children who may be otherwise marginalized. [ABSTRACT FROM AUTHOR]

Background: COVID-19 has significant impact on long-term care (LTC) residents and staff. The purpose of this paper is to report the data gathered during a COVID-19 outbreak in a Canadian LTC home regarding staff experiences, challenges, and needs, to offer lessons learned and implications. Methods: A total of 30 staff from multiple disciplines participated in the study, including nurses, care workers, recreational staff, and a unit clerk. Focus groups (n = 20) and one-on-one interviews (n = 10) were conducted as part of a larger participatory action research (PAR) study in a Canadian LTC home. All data collection was conducted virtually via Zoom, and thematic analysis was performed to identify themes. Results: Four main themes were identified: We are Proud, We Felt Anxious, We Grew Closer to Residents and Staff Members, and The Vaccines Help. Conclusions: This research details the resilience that characterizes staff in LTC, while highlighting the emotional toll of the pandemic, particularly during an outbreak. LTC staff in this study found innovative ways to connect and support residents and this resulted in stronger connections and relationships. Leadership and organizational support are pivotal for supporting team resilience to manage crisis and adapt positively in times of COVID-19 pandemic, especially during the period of outbreak. [ABSTRACT FROM AUTHOR]

Aims To report a systematic review of the psychometric properties of self-report instruments to identify the symptoms of anxiety in pregnancy to help clinicians and researchers select the most suitable instrument. Background Excessive anxiety in pregnancy is associated with adverse birth outcomes, developmental and behavioural problems in infants and postnatal depression. Despite recommendations for routine psychological assessment in pregnancy, the optimal methods to identify anxiety in pregnancy have not been confirmed. Design Psychometric systematic review. Data sources A systematic literature search of the multiple databases (1990-September 2014). Review methods Identification of self-report instruments to measure anxiety in pregnancy using COSMIN guidelines to assess studies reporting a psychometric evaluation of validity and reliability. Results Thirty-two studies were included. Studies took place in the UK, Australia, Belgium, Canada, Germany, Italy, Scandinavia, Spain and the Netherlands. Seventeen different instruments were identified. Measures of validity were reported in 19 papers and reliability in 16. The overall quality of the papers was rated as fair to excellent using the COSMIN checklist. Only one paper scored excellent in more than one category. Conclusion Many instruments have been adapted for use in different populations to those for which they were designed. The State Trait Anxiety Inventory, Edinburgh Postnatal Depression Scale and the Hospital Anxiety and Depression Scale have been tested more frequently than other instruments, yet require further assessment to confirm their value for use in pregnancy. [ABSTRACT FROM AUTHOR]

Background The COVID-19 pandemic has led to large proportions of the labour market moving to remote work, while others have become unemployed. Those still at their physical workplace likely face increased risk of infection, compared to other workers. The objective of this paper is to understand the relationship between working arrangements, infection control programs (ICP), and symptoms of anxiety and depression among Canadian workers, not specifically working in healthcare. Methods A convenience-based internet survey of Canadian non-healthcare workers was facilitated through various labour organizations between April 26 and June 6, 2020. A total of 5180 respondents started the survey, of which 3779 were assessed as employed in a full-time or part-time capacity on 2 March 2020 (prior to large-scale COVID-19 pandemic responses in Canada). Of this sample, 3305 (87.5%) had complete information on main exposures and outcomes. Anxiety symptoms were measured using the Generalised Anxiety Disorder screener (GAD-2), and depressive symptoms using the Patient Health Questionnaire screener (PHQ-2). For workers at their physical workplace (site-based workers) we asked questions about the adequacy and implementation of 11 different types of ICP, and the adequacy and supply of eight different types of personal protective equipment (PPE). Respondents were classified as either: working remotely; site-based workers with 100% of their ICP/PPE needs met; site-based workers with 50–99% of ICP/PPE needs met; site-based workers with 1–49% of ICP/PPE needs met; site-based workers with none of ICP/PPE needs met; or no longer employed. Regression analyses examined the association between working arrangements and ICP/PPE adequacy and having GAD-2 and PHQ-2 scores of three and higher (a common screening point in both scales). Models were adjusted for a range of demographic, occupation, workplace, and COVID-19-specific factors. Results A total of 42.3% (95% CI: 40.6–44.0%) of the sample had GAD-2 scores of 3 and higher, and 34.6% (95% CI: 32.–36.2%) had PHQ-2 scores of 3 and higher. In initial analyses, symptoms of anxiety and depression were lowest among those working remotely (35.4 and 27.5%), compared to site-based workers (43.5 and 34.7%) and those who had lost their jobs (44.1 and 35.9%). When adequacy of ICP and PPE was taken into account, the lowest prevalence of anxiety and depressive symptoms was observed among site-based workers with all of their ICP needs being met (29.8% prevalence for GAD-2 scores of 3 and higher, and 23.0% prevalence for PHQ-2 scores of 3 and higher), while the highest prevalence was observed among site-based workers with none of their ICP needs being met (52.3% for GAD-2 scores of 3 and higher, and 45.8% for PHQ-2 scores of 3 and higher). Conclusion Our results suggest that the adequate design and implementation of employer-based ICP have implications for the mental health of site-based workers. As economies re-open the ongoing assessment of ICP and associated mental health outcomes among the workforce is warranted. [ABSTRACT FROM AUTHOR]

Developing meaningful indicators to track youth mental health (MH) is important to support the development and evaluation of responsive mental health promotion (MHP) initiatives that address the socio-economic determinants of youth MH. Development of relevant indicators is challenged, however, by the lack of knowledge regarding the relations among socio-economic factors and youth MH. Thirty diverse young people from a Canadian metropolitan area were engaged within a process of social praxis to explore their experiences of the inter-relationship between their socio-economic environments and their MH and their processes of seeking to realize their MH. Participants emphasized 'needs' as foundational to MH, whereas 'wants', driven by materialistic and wealth-oriented values and social norms, constrained their MH. Their reflections on the inter-relations among their MH and socio-economic processes highlight eight inter-related MH needs within the Canadian socio-economic context. In this paper, we present these needs and show how these needs, young people's affective states, and their access to resources within co-evolving socio-economic processes (to enable their needs) illustrate the fundamental inter-relation between young people's MH and socio-economic processes. We identify implications for measuring youth MH within MHP practice, including the importance of iterative indicator frameworks that include measures of young people's access to resources to enable their MH needs and their degree of distress. [ABSTRACT FROM AUTHOR]

This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed. [ABSTRACT FROM AUTHOR]

Background: Communication between the nurse and the patient is recognized as an important component of care that fosters the creation of therapeutic relationships, yet it is seen as a major shortcoming in intensive care units (ICUs). In this paper the authors explore the diverse factors that affect nursing practices with regard to nurse-patient communication. Purpose: 1) To encourage nurses to reflect on how they communicate with patients in their current practice. 2) To contribute to an ongoing, open discussion regarding nurse-to-patient communication within the critical care setting. 3) To increase awareness and understanding of Gottlieb's (2013) Strengths-Based strategies for nurse-to-patient communication. Methods: Subjective information about nursing perspectives on communication practices were obtained through informal discussions with critical care nurses in Montreal, Canada and were then compared to the existing literature. Results: Data was gathered from nineteen ICU nurses; 63% of the participants stated that they believed nurse-to-patient communication was inadequate on their units. Through analysis of the data, challenges to communication were identified as well as suggestions to overcome these barriers. Factors affecting communication were found to exist in four domains: the system, the team, the nurse and the patient. Conclusion: Communication plays an integral role in nursing care but is often neglected in lieu of more technical and medical care. In response to the findings, strengths-based approaches to communicate vital information to patients are proposed. In response to this paper, further evaluation and implementation 0) communication strategies to improve nurse-to-patient communication within the ICU setting may be practised. [ABSTRACT FROM AUTHOR]

Bullying is generally defined as a behaviour that occurs when an individual (perpetrator) acts with the intention to harm or intimidate another individual (target). Much of the research in this field has focused on the impact of bullying on the vulnerable populations: children and adolescents, and there is an overall scarcity in discussing adult bullying. The literature supports the existence of characteristic differences between targets and perpetrators as perpetrators usually lack self-awareness and empathy skills, while targets are typically avoidant and submissive. In the workplace, the relationship between perpetrators and targets often involves a form of power imbalance, with perpetrators holding higher positions. Research has shown that up to 30% of American workers have been bullied in the workplace (Lutgen-Sandivk et al., 2007), with one third of healthcare workers experiencing at least 2 incidents of bullying weekly (Chipps et al., 2013). More than 75% of Canadian medical residents have reported being bullied (Vogel, 2018), and 83% of medical students have experienced at least one incident of bullying or mistreatment (Cook et al., 2014). Such bullying incidents have a significant biopsychosocial burden on victims and can negatively compromise their mental, physical, and social health, and create a pernicious work environment. Some consequences that have been associated with adult bullying include mood and anxiety disorders, suicidal ideation, somatic disorders, and decreased job performance. In the medical field, all such consequences could translate to a direct impact on patient care. Therefore, discussing and addressing adult bullying becomes a necessity. [ABSTRACT FROM AUTHOR]

Substance use disorders (SUDs) affect over 35 million individuals worldwide and are associated with significant harms. Residential treatment is an essential component of Canada's approach to combating SUDs, offering highly intensive and specialized acute services. Historically, residential treatment facilities have quantified the success of their program(s) solely based on program completion. However, there has been a recent movement toward empirically evaluating programs using standardized measures of distress. The purpose of this study was to evaluate whether the inpatient residential program for SUDs at Edgewood Treatment Centre is effective in providing substantive improvement of a range of addiction and mental health symptoms. The current study assessed both addiction related and psychological outcomes. Specifically, we examined whether patients improved on various measures of functional impairment, addiction-related symptoms, traumatic stress, and psychological distress, following completion of the 7-week inpatient addiction program. Findings suggested that there were significant improvements in emotion regulation, and decreases in substance dependence, substance cravings, anxiety, depressive symptoms, and traumatic stress between admission and discharge. [ABSTRACT FROM AUTHOR]

Introduction: The COVID-19 pandemic intensified the impact of risk factors for adolescent mental health, including financial worry. Social support has shown to protect from negative mental health during times of stress. We examined the effect of financial worry on changes in anxiety and depression symptoms among Canadian adolescents prior to and during the pandemic, and assessed whether social support from family and friends moderated any changes. Methods: We analyzed 2-year linked data from the 2018/19 (pre-pandemic) and 2020/21 (during-pandemic) waves of the COMPASS study, with reports from 12 995 Canadian secondary school students. A series of multilevel linear regressions were conducted to examine the main hypotheses under study. Results: Students scored an average (SD) of 7.2 (5.8) on the anxiety (GAD-7) and 10.0 (6.5) on the depression (CESD-10) scales; 16.1% reported they experienced financial worry during the pandemic. Financial worry was a strong and significant predictor of increased anxiety scores (+1.7 score between those reporting "true/mostly true" versus "false/mostly false") during the pandemic, but not for depression scores. Low family and friend support were associated with anxiety, and low family support was associated with depression. No significant interactions were detected between social support and financial worry. Conclusion: Pandemic-related financial worry was significantly associated with anxiety in our large sample of Canadian adolescents. Clinical and public health initiatives should be aware of adolescents' financial worry and its associations with anxiety during times of crisis. [ABSTRACT FROM AUTHOR]

COVID-19 has put additional stress on teachers, whose levels of psychological distress are concerning. However, studies that look at teachers' work experiences and their association with psychological distress during the pandemic are lacking. This study aims to draw a portrait of psychological distress (i.e., symptoms of depression and anxiety) and work-related experiences (i.e., work engagement, workplace discrimination, interpersonal conflicts at work and quality of relationships among school staff) in a sample of preschool, primary and secondary school teachers in Quebec during the pandemic across socio-demographic characteristics (age, gender, years of teaching experience, school level, region, immigrant status). In addition, we investigated whether work-related experiences were associated with psychological distress. A total of 818 teachers (M age = 44.5; SD = 9.04; 82.8% women) responded to an online questionnaire. Linear and logistic regression analyses were implemented. Results showed concerning levels of both anxiety and depressive symptoms in our sample. Gender, immigrant status and school level differences in the perception of the work environment emerged. Higher reported work engagement, fewer interpersonal conflicts at work and a better quality of relationships among school staff were all independently and statistically significantly associated with lower psychological distress. Promoting a cohesive school climate among school personnel can protect teachers from psychological distress in times of adversity. A socio-ecological approach to research and intervention that considers work experiences in terms of both engagement and quality of relationships is warranted to improve teachers' well-being and contribute to a positive learning environment in schools for adults and students alike. [ABSTRACT FROM AUTHOR]

A student's accuracy on drug calculation tests may be influenced by maths anxiety, which can impede one's ability to understand and complete mathematic problems. It is important for healthcare students to overcome this barrier when calculating drug dosages in order to avoid administering the incorrect dose to a patient when in the clinical setting. The aim of this study was to examine the effects of maths anxiety on healthcare students' ability to accurately calculate drug dosages by performing a scoping review of the existing literature. This review utilised a six-stage methodology using the following databases; CINAHL, Embase, Medline, Scopus, PsycINFO, Google Scholar, Trip database ( http://www.tripdatabase.com/ ) and Grey Literature report ( http://www.greylit.org/ ). After an initial title/abstract review of relevant papers, and then full text review of the remaining papers, six articles were selected for inclusion in this study. Of the six articles included, there were three experimental studies, two quantitative studies and one mixed method study. All studies addressed nursing students and the presence of maths anxiety. No relevant studies from other disciplines were identified in the existing literature. Three studies took place in the U.S, the remainder in Canada, Australia and United Kingdom. Upon analysis of these studies, four factors including maths anxiety were identified as having an influence on a student's drug dosage calculation abilities. Ultimately, the results from this review suggest more research is required in nursing and other relevant healthcare disciplines regarding the effects of maths anxiety on drug dosage calculations. This additional knowledge will be important to further inform development of strategies to decrease the potentially serious effects of errors in drug dosage calculation to patient safety. [ABSTRACT FROM AUTHOR]

Pharmaceuticalisation is a complex phenomenon, co-constitutive of what scholars identify as a pharmaceutical regime, comprised of networks of actors, institutions and artefacts as well as cognitive structures that underlie the production, promotion and use of medications. The aim of this paper is to explore the linkages between different components of this pharmaceutical regime through the analysis of psychotropic drug advertising in Canadian medical journals between 1950 and 1990. Advertisements stand at the nexus of macro-level processes related to the development, regulation and marketing of new drug treatments and of micro-level processes related to the use of these drug treatments, both by clinicians and lay persons. We thus examine advertisements from the angle of the mental and classificatory universes to which doctors were exposed through direct-to-prescriber advertisement strategies implemented during this period. Furthermore, we explore to what extent the rationale behind advertisements was permeated by both scientific/professional and popular narratives of mind–body connections. This paper demonstrates that, although this period was marked by paradigm shifts in the classification of mental diseases, the development of modern psychopharmacology, and the questioning of the scientific legitimacy of psychiatry, advertisements unveil a remarkable continuity: that of the mass management of anxiety-depressive disorders by primary care physicians through psychotropic drugs. Also, despite the effective resistance to specificity as shown by the constant redefinitions of diagnostic categories and therapeutic indications, our analysis suggests that the language of specificity used in the promotion of new drugs and in the various narratives of mind-body connection may have been appealing to general practitioners. Finally, our study of the classes of psychoactive medications that have been in use for over half a century reveals a complex, non-linear dynamic of pharmaceuticalisation and de-pharmaceuticalisation. [ABSTRACT FROM AUTHOR]

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Canadian social workers were surveyed about early adversities, mental health, and resilience. Bivariate analysis (n = 236) was conducted to understand relationships between predictor and outcome variables; and logistic regression analyses were conducted for depression, post-traumatic stress disorder, anxiety, and resilience. The impact of pandemic-related factors was also investigated. The results indicate that social workers are experiencing concerning levels of mental health issues, with significantly lower levels of resilience in younger social workers. A trauma and resilience informed approach to workplace policies and practices is urgently required to support social workers' mental health needs. [ABSTRACT FROM AUTHOR]

This paper will examine literature focused on meditation and visualization, and their impact on mental and physical health. A key aspect of this examination includes understanding the defined meanings of both meditation and visualization. Specifically, the authors explore concepts of human consciousness, including mindfulness, quantum physics realities, and controlling mental imagery in neurology. These ideas provided the conceptual framework to study the effectiveness of meditation and visualization through an 8-week program for female university students, experiencing stress, anxiety, and sadness. Initial qualitative data analysis employed a thematic analytic approach. Preliminary findings, such as increased self-awareness and decreased anxiety, are discussed alongside existing literature that confirms the value of meditation and visualization approaches towards improved health. [ABSTRACT FROM AUTHOR]

The present study aimed at investigating which sources of social support best account for pregnant women's levels of psychological distress and mental well-being during the COVID-19 pandemic. 274 Italian and Canadian expectant mothers completed an online-based survey including measures of perceived social support (from family, significant other and friends), state anxiety, depressive symptoms, and satisfaction with life. Correlation analyses and amultivariate analysis of covariance were performed to explore how social support from different sources was related to depressive symptoms, state anxiety and satisfaction with life. Different sources of social support contributed to explaining women's psychological distress and mental well-being. Social support both from family and friends was significantly related to women's state anxiety and depressive symptoms. Social support from friends was specifically related to women's satisfaction with life. Our findings endorse the crucial role of perceived social support as a protective factor for pregnant women's mental health. In the context of the COVID-19 pandemic, our results suggest that support from family seems important in preventing psychological distress, whereas support from friends is also associated with mental well-being. These results may help designing future interventions aimed at improving women's perinatal mental health in life-threatening conditions. [ABSTRACT FROM AUTHOR]

Cannabis is well established to impact affective states, emotion and perceptual processing, primarily through its interactions with the endocannabinoid system. While cannabis use is quite prevalent in many individuals afflicted with psychiatric illnesses, there is considerable controversy as to whether cannabis may worsen these conditions or provide some form of therapeutic benefit. The development of pharmacological agents which interact with components of the endocannabinoid system in more localized and discrete ways then via phytocannabinoids found in cannabis, has allowed the investigation if direct targeting of the endocannabinoid system itself may represent a novel approach to treat psychiatric illness without the potential untoward side effects associated with cannabis. Herein we review the current body of literature regarding the various pharmacological tools that have been developed to target the endocannabinoid system, their impact in preclinical models of psychiatric illness and the recent data emerging of their utilization in clinical trials for psychiatric illnesses, with a specific focus on substance use disorders, trauma-related disorders, and autism. We highlight several candidate drugs which target endocannabinoid function, particularly inhibitors of endocannabinoid metabolism or modulators of cannabinoid receptor signaling, which have emerged as potential candidates for the treatment of psychiatric conditions, particularly substance use disorder, anxiety and trauma-related disorders and autism spectrum disorders. Although there needs to be ongoing clinical work to establish the potential utility of endocannabinoid-based drugs for the treatment of psychiatric illnesses, the current data available is quite promising and shows indications of several potential candidate diseases which may benefit from this approach. [ABSTRACT FROM AUTHOR]

Background: The COVID‐19 pandemic has resulted in a high level of mental health problems for the population worldwide including healthcare workers. Several studies have assessed these using measurements for anxiety for general populations. The COVID‐19 Anxiety Syndrome Scale (C‐19ASS) is a self‐report measure developed to assess maladaptive forms of coping with COVID‐19 (avoidance, threat monitoring and worry) among a general adult population in the United States. We used it in a prospective cohort study of COVID‐19 incidence rates in practising Canadian dentists. We therefore need to ensure that it is valid for dentists in French and English languages. This study aimed to evaluate the validity of the C‐19ASS in that population. Methods: Cross‐sectional data from the January 2021 monthly follow‐up in our prospective cohort study were used. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed. Results: The results of EFA revealed a 2‐factor structure solution that explained 47% of the total variance. The CFA showed a good model fit on the data in both English and French languages. The Cronbach's alpha indicated acceptable levels of reliability. Furthermore, the C‐19ASS showed excellent divergent validity from the Generalized Anxiety Disorder‐7 (GAD‐7) scale. Conclusions: The C‐19ASS is valid and reliable instrument to measure COVID‐19‐related anxiety in English and French among Canadian dentists. Practical implications: This validated measure will contribute to understanding of the mental health impact of the pandemic on dentists in Canada and enable the dental regulatory authorities and organizations to intervene to help dentists. [ABSTRACT FROM AUTHOR]

Epidemiological evidence suggests that regular physical activity (PA) positively impacts individuals' mental health (MH). The PA-MH relationship may be critical among immigrants owing to psycho-social-cultural influences. This scoping review of 61 studies employed a holistic bio-psycho-socio-cultural framework to thoroughly investigate the complex relationship between PA (across life domains) and immigrants' MH in Western countries. A systematic search of five electronic databases (Medline, PubMed, Embase, PsycINFO and Anthropology Plus) was conducted to locate relevant articles. No limitations were applied to study design, age, gender, home country, MH condition or PA type. A bio-psycho-socio-cultural-informed conceptual model guided the analysis of the multi-domain PA-MH relationship. Immigrant PA-MH studies were conducted and reported most commonly in the USA (38%), Australia (18%), and Canada (11%). Overall, PA was positively related to MH. Each domain-specific PA appeared to be associated with unique MH-promoting pathways/mechanisms. Leisure-related PA may support MH by enhancing self-agency and minimizing risky behaviors, whilst travel- and domestic-related PA may promote self-accomplishment and physical engagement. Ethnic sports appeared to enhance resilience. Occupational-related PA was associated with either positive or negative MH, depending on the type of occupation. A bio-psycho-socio-cultural-informed model is required to gain an encompassing and integrated understanding of immigrants' health. The first iteration of such a model is presented here, along with an illustration of how the model may be used to deepen analysis and understanding of the multi-domain PA-MH relationship among immigrants and inform public health planners and practitioners. [ABSTRACT FROM AUTHOR]

Background: Racism is a social determinant of health that links to the health and well‐being of racial/ethnic marginalized populations. However, perceived racism among African Canadian adolescents has not been adequately addressed, especially the link between racism and psychosocial stressors in school settings. Aim: The aim of the current study was to assess racism and the link to school‐related psychosocial stressors in a population‐based sample of African Canadian adolescents. Design: Secondary analysis of the population‐based 2018 British Columbia Adolescent Health Survey dataset. Methods: Logistic regression and generalized linear models tested the link between racism and psychosocial stressors among African Canadian adolescents (n = 942), adjusting for sociodemographic factors. Results/Findings: More than 38% of the adolescents reported racism in the year preceding the survey. Regardless of gender and birthplace, and controlling for covariates, those who experienced racism were significantly more likely to report peer victimization, which includes teasing, social exclusion, cyberbullying and sexual harassment, and they felt less safe and connected to their schools compared to those who did not experience racism. With gender and birthplace differences, those who reported racism had higher odds of having been physically assaulted, stayed away from school, reported negative emotional responses and used avoidant behaviours to evade racism. Conclusion: African Canadian adolescents are a visible racialized ethnic group in British Columbia, who are at heightened risk of racism and the associated psychosocial stressors. Impact: These findings demonstrate the influences of racism on psychosocial stressors and related emotional responses among African Canadian adolescents. Nurses and other healthcare providers should be cognizant of racism and the psychological impacts when providing care to "at‐risk" populations. Promoting positive and inclusive school climates and addressing racism at all levels of the society will foster better social integration, as well as improve the health and academic achievement of African Canadian adolescents. Patient or Public Contribution: We presented the research and preliminary results of the data analysis to the African community (parents and adolescents who self‐identify as African). The African community who attended the gathering corroborated the link between racism and health and reiterated that addressing these psychosocial stressors can promote adolescent health and well‐being. The attendees accepted all the variables that we included in the analysis. However, they emphasized the need for more African representation among school staff and teachers to foster trust, feelings of safety and connectedness, and to promote African students' academic achievement and well‐being. They stressed the need to train and build the capacities of the school staff and teachers so that they can assist students regardless of race. They emphasized the need to promote cultural awareness and cultural sensitivity among all healthcare providers. We included the recommendations in the appropriate sections of the manuscript. [ABSTRACT FROM AUTHOR]