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This study describes what higher education professionals perceived as positive workplace adaptations in response to the COVID-19 pandemic. Two surveys were administered to groups of professionals in the field of higher education to obtain information about their perception of positive changes experienced in their work during COVID-19 pandemic. The results of this investigation describe positive changes including work from home options, schedule flexibility, and increased sustainability. While not ignoring the negative aspects of COVID-19, it was concluded that many professionals were able to create positive change within their institution for themselves and their students.

Among graduate social work students, experiences of childhood adversity and trauma, along with secondary exposure to others' trauma, can result in negative effects. Unaddressed, this may lead to secondary traumatic stress, burnout, or difficulty sustaining effective practice. Self-care strategies that adequately promote well-being and resilience may counter negative effects. This cross-sectional study explored associations between students' reported childhood adversity, trauma, recent stress, well-being, resilience, and perceived adequacy of self-care. Students from two public universities (N = 362) completed surveys that included measures for childhood adversity, potentially traumatic events, recent stress, secondary traumatic stress, burnout, compassion satisfaction, well-being, resilience, and perceived adequacy of self-care. Descriptive, bivariate, and multivariate analyses demonstrated students experienced higher rates of four or more adverse childhood experiences compared to the general population (34% vs. 13%); 70% reported four or more potentially traumatic events. Despite high levels of adversity and trauma, students reported average levels of personal well-being, high levels of resilience, average-to-high levels of compassion satisfaction, and low-to-average levels of secondary traumatic stress and burnout. Adversity and trauma were positively associated with secondary traumatic stress, and negatively associated with well-being. Final models suggest perceived adequacy of self-care may support well-being, resilience, and protect against negative effects. [ABSTRACT FROM AUTHOR]

This study examines the relationship between formal and informal social supports and academic achievement using a sample of 46 undergraduate students with unstable childhood experiences. Multiple regressions show that students [...]