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The psychological toll of the COVID-19 pandemic is being felt by people around the world. Persistent and disturbed thinking about the disease appears to be contributing to this mental health concern. Although the Obsession with COVID-19 Scale (OCS) has been shown to be a reliable and valid instrument in the U.S., it has not been examined with in Pakistan. The current study addressed this problem by examining the validity of an Urdu translated version of the OCS using online survey data from 240 university students and teachers in Pakistan. The results showed that the OCS exhibited factorial validity, as well as measurement invariance for gender. However, the OCS also showed limited evidence of construct validity in terms of showing weak positive correlations with the total scale and social dysfunction and self-confidence subscales of the General Heath Questionnaire and no correlation with the depression and anxiety subscale (GHQ-12). These findings suggest that further research is necessary before the Urdu version of the OCS is widely adopted in Pakistan. [ABSTRACT FROM AUTHOR]

The importance of gerontology-focused classroom and field education has been emphasized heavily in social work education for decades as the population of older adults continues to expand, as does the need to provide services to support the health and well-being of older adults. Although the need for social workers and other professionals who possess competency in relevant aging issues is paramount, various challenges still exist in regard to curricular infusion of gerontological education and generating student and faculty interest in this area of study. This exploratory study highlights empirical findings from faculty and students at a growing metropolitan university with no current gerontology program or gerontology certificate program. The present study employed cross-sectional, quantitative survey research to identify experience, interest, preparedness, and barriers expressed by university faculty and students in regard to addressing a rapidly aging society. Findings contribute to preexisting literature and offer new insight and feasible recommendations for faculty in all university departments to expand gerontological education opportunities. [ABSTRACT FROM AUTHOR]

Medical educators' stressors continue to increase, and they increasingly find themselves removed from their learners. This distance is thought to contribute to the disenchantment many educators feel. The challenge for educators is to reengage with their learners and restore their satisfaction in teaching. Mindful teaching can help educators meet this challenge. Mindful teaching is not an instructional technique; rather, it is a way of being that the teacher embodies. Mindful teachers practice awareness, acceptance and curiosity. They recognize the needs of their learners, engaging with learners who are 'at the ready'; encouraging those who might not be engaged; and advocating for those who need support. These educators are less susceptible to burnout and help learners develop their own mindfulness. The Tips noted in this article can help educators make deeper connections with their learners, garner greater sense of personal accomplishment and become invigorated by their learners' achievements. [ABSTRACT FROM AUTHOR]

This study aimed to explore influencing factors for the psychological impact of coronavirus disease 2019 (COVID‐19) on Wuhan college teachers, posttraumatic stress symptoms in particular, so as to inform evidence‐based strategy development to ameliorate such adverse impacts. An online survey was conducted from 26 to 29 April 2020, and 1650 teachers (47.54% male; M = 40.28 years, SD = 8.3 years) enrolled in Wuhan universities and colleges participated. The results showed that the overall incidence of posttraumatic stress disorder (PTSD) among college teachers was as high as 24.55%, but the average level of PTSD score was low (M = 1.06, SD = 0.72). Logistic regression analysis showed that for those with confirmed COVID‐19, the ratio was much higher, up to 2.814 (95% confidence interval [CI]: [1.542, 5.136], p < 0.001); that is, compared with those without symptoms, the ratio of PTSD increased by 181%. For those who had family members or relatives who died of COVID‐19, the ratio was 5.592 (95% CI: [2.271, 13.766], p < 0.001), 459% higher than those who had no one who died. But the living places during the pandemic had no significant effect on PTSD. The findings suggest that mental health services reducing PTSD should be provided. Teachers who confirmed COVID‐19 or lost loved ones to COVID‐19 should be given particular care. [ABSTRACT FROM AUTHOR]

Introduction. Physical therapists (PTs) from various educational and clinical backgrounds are being hired to address the faculty shortage issue. Little is known about how junior PT faculty feel about their experiences in academia. the purpose of this study was to 1) explore current demographic and self-perceived experiences of junior faculty in PT education programs across the United States, 2) compare beliefs and experiences based on the highest academic degree held and the type of faculty line held, and 3) explore the relationships between job satisfaction and experiences in academia with the likelihood to remain in academia. Full-time junior faculty employed 5 years or less at accredited PT education programs. Methods: Descriptive correlational study using a 63-item, self-report, electronic, job satisfaction survey was sent to faculty employed at 223 accredited PT education programs in the United States. Results: Two hundred twenty-four fulltime junior faculty completed the survey. Respondents with clinical degrees were more satisfied in their position and more likely to stay in academia than those with terminal academic degrees. Similarly, respondents in nontenure-track positions were more satisfied and more likely to stay in academia than those in tenure-track positions. Social support, teaching, and scholarly activity mentorship were found to contribute to job satisfaction. Also, an association was found between job satisfaction and intention to remain in academia for all cohorts (rs ≥ 0.72; P = .001). Discussion and Conclusions: Junior PT faculty who received support and mentorship were more satisfied with their jobs and more likely to remain in academia. PT education programs should consider new or expanded mentorship programs for junior faculty, regardless of academic background, to promote professional progress, positive role-modeling, and faculty retention. [ABSTRACT FROM AUTHOR]

Although it is important to know what public mass shooters have in common, it is also helpful to understand when different variables were present on their pathways to violence. This study explored the timing of key life events for the deadliest public mass shooters in the United States since Columbine (N = 14). Using data from official reports and supplementary sources, we found perpetrators' mental health contacts often began more than a decade before their mass shootings, and often ended more than a year before their attacks. Mental illness was typically a constant in their lives, not something that automatically caused them to attack. While treatment may help prevent some mass shootings, mental health professionals have limited influence over patients they have not recently seen. In turn, perpetrators' work and school problems also typically began long before their mass shootings, but these issues continued closer to their attacks. Employers and educators may therefore have an opportunity to intervene later in the process. Firearms acquisition often occurred in the final stages, after perpetrators were already interested in mass murder. Red flag laws and ERPOs which prohibit sales to explicitly dangerous individuals may therefore help reduce the prevalence of these attacks. [ABSTRACT FROM AUTHOR]

This study aimed to develop and validate the Life-view Scale. In study one, a sample of 182 university students completed the questionnaire. The scale had good internal consistency (alpha =.81). Exploratory factor analysis of the initial scale resulted in five factors (satisfaction, purpose, search, direction, and doubt). Factors were significantly inter-correlated, except the Doubt factor which was not correlated with Search and Direction factors. In study two, a sample of 59 university students participated in answering the questionnaire on two occasions with an interval of 15 days. The test–retest correlation of the questionnaire was good (r =.81). In study three, a sample of 71 university lecturers completed the questionnaire alongside measures of burnout and job satisfaction. The Life-view Scale was found to be positively correlated to job-satisfaction only. In summary, the Life-view Scale was found to possess satisfactory measures of internal reliability, temporal stability, and convergent validity. [ABSTRACT FROM AUTHOR]

Background. Clinical faculty members are at the forefront of providing medical services in the Iran health system reform plan. Objectives. This study was conducted to investigate the impact of the Iran health system reform plan on the psychological empowerment of clinical faculty members. Material and methods. The statistical population of this descriptive study included all clinical faculty members, with 90 members eventually participating in this study. To collect data, a researcher-made questionnaire, modelled on the PEQ standard, was used. Descriptive and inferential statistics were used to analyze the data through SPSS version 22 software. Results. The dimensions of self-determination (6.1 ± 3.79), sense of competence (5.9 ± 3.91), impact (5.7 ± 3.76) and meaning (5.2 ± 3.45), respectively, obtained the highest scores. Hence, it can be concluded that the Iran health system reform plan has played a small role in the psychological empowerment of clinical faculty members. Variables such as gender, age, education, employment history and academic status of faculty members did not have a significant effect on their empowerment (p < 0.05). However, the location (hospital type) where services are provided (p = 0.039) and the full-time work of faculty members (p = 0.03) had a significant effect on their empowerment score. Discussion and conclusions. Given the key role of clinical faculty members in the Iran health system reform plan and given the high importance of empowerment of staff to enhance their job satisfaction and improve organizational productivity, it is necessary to periodically monitor and evaluate this plan to enhance and eliminate its possible shortcomings. In this regard, providing sustainable and receivable financial resources for its continuation and elimination of injustice in payments to staff should be prioritized. [ABSTRACT FROM AUTHOR]

The purpose of this article is to provide an overview of various approaches taken to address anticipated and demonstrated needs of university students, faculty, and instructors through and beyond the transition to fully online instruction in the midst of the global COVID-19 pandemic. The authors discuss the complexities associated with navigating multiple levels of need, as described within Maslow's Hierarchy of Needs. Primary examples are provided from two mid-sized universities from the perspective of Physical Education Teacher Education faculty employed at the respective institutions. [ABSTRACT FROM AUTHOR]

This article presents findings from a national online survey of social work faculty (N = 1,039) that examines financial and economic content in the current curriculum, gaps in coverage, and strategies for improving social workers' academic preparation to work with populations living in extremely financially vulnerable circumstances. We sent the survey to all full- and part-time social work faculty listed on social work degree program websites. We find that nearly all respondents (92%) perceive financial and economic content as useful for their students. However, just more than half (54%) teach it. Faculty with some financial education, and who perceive it to be useful, are more likely to include financial content in the curriculum. Social work faculty are most likely to teach about financial-related public policies and programs, and least likely to teach about financial products and services, and financial management and practice. This article discusses implications for social work research and education, including the importance of rigorous research to understand the gap between coverage and perceived usefulness of financial and economic content. It concludes with suggestions for including more financial and economic content in the curriculum. [ABSTRACT FROM AUTHOR]

Previous research has pointed at the pivotal role of professional collegial support relationships to keep beginning teachers in the profession. In this study, we build on previous research by using follow-up mixed-method social network data to explore (1) to what extent, in what ways and for which reasons beginning teachers' work-related network (position) changes throughout a school year, and (2) how the network (position) of beginning teachers influences their job attitudes, as important precursors of teacher retention. Five follow-up case-studies of beginning teachers and their school teams were explored. The network data showed that some teachers had a central and stable position in their team, while others were more peripheral and showed considerable changes in their work-related relations. The interviews with the beginning teachers revealed several reasons for the formation, loss and retention of their work-related ties, such as physical proximity, network intentionality and the presence of a staffroom. Finally, the results indicated that the professional support in these work-related ties can play an important role in beginning teachers' job attitudes, or can act as a mitigating factor in case of experienced challenges. In this respect, the structural and cultural conditions needed for teachers to professionally connect require our attention. [ABSTRACT FROM AUTHOR]

In September 2020 during the UK national lockdown associated with the coronavirus pandemic, three cohorts of speech and language pathology (SLP) students from different year groups were due to start their clinical placements. Faced with a significant shortfall of placement offers, principally from national health providers, six university-based SLP staff provided virtual placements using computer-simulated learning environments provided by Simucase®. Final year students worked in small groups and rotated around clinical specialisms. They engaged in a range of tasks including role-play, assessment selection, devising intervention materials, and writing case notes. Written reflections by SLP staff were recorded individually and analysed, by taking a phenomenological approach, for shared perspectives including realism in clinical education, role diversification and the importance of feedback. Implications for allied health programs are discussed. [ABSTRACT FROM AUTHOR]

While research suggests that the inclusion of students with Down syndrome (DS) in regular classrooms has a positive impact on their learning, in general, a supportive teacher with a positive attitude is fundamental in shaping these students' school experiences. In Ghana, despite a large number of children with DS, there is little research exploring preservice teachers' attitudes toward including students with DS in regular schools. In this study, we recruited preservice teachers from teacher training institutions to understand the predictors of their attitudes toward teaching students with DS in regular classrooms. Using the revised Sentiment, Attitude, and Concern about Inclusive Education scale (SACIE‐R), 855 preservice teachers were recruited from three colleges of education (n = 524) and two campuses of a public university (n = 331). Although the preservice teachers were ambivalent about teaching students with DS, several demographic variables—such as preservice training in inclusive education, practice experience, and confidence teaching students with disabilities—emerged as significant predictors of attitudes. The study limitations, recommendations for future research and implications for policymaking are discussed. [ABSTRACT FROM AUTHOR]

Two paradigms measuring teaching effectiveness in higher education—one focusing on instructional behaviors (SET), and the other, on teachers' nonverbal and verbal immediacy (NVI-VI)—have been estranged from each other for decades despite their common focus on teaching effectiveness. To juxtapose the two paradigms, both SET and NVI-VI questionnaires were administered at separate times in courses taught by 183 college instructors. Correlations between the two measures were extremely high (up to r = 0.72), and a PCA yielded a strong and highly reliable first un-rotated component, indicating that the same underlying construct of "teaching effectiveness" was validly measured by both paradigms. Two clear components emerged after rotation, representing clear SET and NVI factors. Following median splits into a 2 × 2 table, consonant status of individual instructors on both SET and NVI-VI (being either "High/High" or "Low/Low") was found for 73% of the 183 instructors, but over a quarter of the sample demonstrated dissonant status, equally distributed between being "High SET/Low NVI-VI" or "Low SET/High NVI-VI." The NVI measurement administered in the 5th week of the semester predicted effectively the SET global evaluation at the end of the course. A theory of "Student Evaluations Fast and Slow" was proposed (following Kahneman's theorizing), where the early "fast" NVI precedes the later "slow" reasoned SET, leading to a rich, integrated picture of teaching effectiveness. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study is to elucidate the unique challenges faced by pediatric emergency medicine (PEM) physicians from racial/ethnic groups underrepresented in medicine (URiM). Methods: This study is a subanalysis of data from 18 URiM faculty from a sample of 51 semistructured key informant interviews with PEM faculty in the top NIH‐funded pediatric departments and highest‐volume pediatric EDs in the country. Faculty are from eight hospitals representing a spectrum of geographic locations including the northeastern, midwestern, western, and southern regions of the country. Results: Of 18 study participants, the majority were Black (72.2%) and female (83.3%). Three main thematic categories were identified: challenges related to race, support systems, and suggested strategies to improve diversity and inclusion in PEM. A common race‐related experience was microaggressions from colleagues and patients. Additionally, when attempting to lead and assert themselves, URiM women in particular were perceived as "angry" and "intimidating" in a way that non‐URiM peers were not. As a result of these negative experiences, participants described the need to go above and beyond to prove themselves. Such pressure produced stress and feelings of isolation. Participants combatted these stressors through resilience strategies such as formal mentorship and peer and family support. Participants indicated the need to increase diversity and create more inclusive work environments, which would benefit both URiM physician wellness and the diverse patients they serve. Conclusion: Those URiM in PEM face subtle racial discrimination at an institutional, peer, and patient level. The stress caused by this discrimination may further contribute to physician burnout in PEM. While URiMs adopt individual resilience strategies, their unique challenges suggest the need for departmental and institutional efforts to promote greater diversity and inclusion for physician wellness, retention, and quality patient care. [ABSTRACT FROM AUTHOR]

Interprofessional collaboration (IPC) among health care professionals has been identified as essential to enhance patient care. Interprofessional education (IPE) is a key strategy towards promoting IPC. Several factors including the nature of facilitation shape the IPE experience and outcomes for students. Stereotypes held by students have been recognized as a challenge for IPE and IPC. This study aimed to explore institutional rules and regulations that shape facilitators' work in IPE interactions problematized by students' stereotypes at a university in Atlantic Canada. Employing institutional ethnography as a method of investigation, data were collected through observations, interviews, focus groups, and written texts (such as course syllabi). Participants included three facilitators, two undergraduate nursing students, and two IPE committee members of an IPE program. Findings revealed four work processes conducted by facilitators in local IPE settings related to students' stereotypes. These processes were shaped by translocal discourse and included the work used to form teams, facilitate student introductions to team members, facilitate team dynamics, and provide course content and context. Study results included the identification of several strategies to address student stereotypes and enhance collaboration, including directions for future curriculum decisions and the pedagogical organization of IPE. [ABSTRACT FROM AUTHOR]

Background: The coronavirus disease 2019 (COVID-19) pandemic forced nursing educators to switch face-to-face courses to virtual learning. This article describes how faculty transitioned a face-to-face public health nursing course to remote learning and examines student response to this transition. Method: Data were collected via a 12-question REDCap survey. Using a mixed-methods design, descriptive statistics were calculated for quantitative data, and a descriptive qualitative approach was used for qualitative data analysis. Results: Survey response rate was 35% (n = 26). Using a 4-point Likert scale, mean question score was 3.55 (range, 2.65 to 3.85). Themes within the transition facilitator category included emotional support for students, communication, availability, flexibility, and course organization. Themes within the transition challenges category included examinations, course-to-course communication, COVID-19 course content, and technology. Conclusion: It is essential for nursing educators to learn from the emergency transition of spring 2020 to capitalize on successes and mitigate challenges moving forward. [J Nurs Educ. 2021;60(9):509–512.] [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic of 2020 resulted in major disruption for social work education, as many teachers and programs shifted from on-campus classes to remote or blended teaching using digital technologies. Social work educators have an opportunity to apply the lessons learned from the COVID-19 pandemic to meet the needs of students and communities in ways that are grounded in our professional values. Due to the pandemic, many students and faculty were learning and teaching via online education for the first time and managing personal and community trauma. The purpose of this article is to provide social work educators with a practical, theory-informed approach that supports an unexpected switch to crisis teaching in times of extended crisis, to maintain quality education, and move toward best practices gleaned from trauma-informed approaches. We describe theoretical frameworks that can inform educational practices and decision making in times of disruption. Then we offer trauma-informed teaching and learning principles and technology-mediated strategies for best practices in crisis course design and delivery. We share practical strategies for the delivery of social work education that are especially needed in times of disruption. [ABSTRACT FROM AUTHOR]

This tri-institutional study describes the outcomes of utilization of newly developed, standardized, rotation-specific evaluations for faculty assessment of resident achievement of the physical medicine and rehabilitation milestones. Thirty-six physical medicine and rehabilitation faculty, representing three distinct academic institutions, completed a prestudy survey on the adequacy of the rotation-generic resident evaluation tools historically in use at each institution. During the 2016-2017 academic year, faculty in all three institutions consistently used a new set of rotation-specific milestone-incorporated evaluation tools. The same faculty completed surveys assessing the new evaluation tools 6 and 12 months later. Ordinal logistic regression was used to compare survey results before and after implementation of the rotation-specific milestone-incorporated evaluation tools. Results demonstrate high tool satisfaction scores, and a statistically significant improvement in the adequacy and specificity of the new evaluation tools compared with the old ones. There was also a statistically significant improvement in both faculty understanding of the milestones and faculty ability to assess the milestones with use of the new tools compared with the old ones. The implementation of standardized physical medicine and rehabilitation rotation-specific milestone-incorporated faculty-of-resident evaluation tools across three institutions improves faculty ability to assess resident overall performance specifically related to resident achievement of the milestones in each rotation. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method: This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions: Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work--life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning. [ABSTRACT FROM AUTHOR]

BACKGROUND: The demanding working conditions of teachers make them susceptible to stress. Monitoring temporal changes in recovery and stress may provide a valuable approach for maintaining well-being. OBJECTIVE: This exploratory study followed a two-stage approach aimed at: a) collecting data about the potential effects of holidays on stress in teachers, and b) utilizing these findings to provide tangible feedback to teachers. METHODS: Thirty-seven German teachers completed online questionnaires over six months (eight measurements) which included two holiday periods (Easter break, Summer break). Sociodemographic data regarding recovery and stress were gathered using the Recovery-Stress Questionnaire Work. Interested teachers received individual feedback sessions. RESULTS: The results, inter alia, indicated significant time effects for the dimensions Overall Stress (F(7,119) = 5.31, p < 0.001) and Overall Recovery (F(3.7,67.7) = 4.33, p = 0.004). Significant positive changes were identified over the Summer, but not the Easter break. In the feedback sessions, group-based findings were connected with the individual recovery-stress values. Notable scores were highlighted in a matrix. CONCLUSIONS: This study demonstrates an approach to monitoring and providing group and personalised feedback to raise teachers' awareness and sensitivity of psychological health status in relation to their working environment. [ABSTRACT FROM AUTHOR]

BACKGROUND: Strict strategies including lockdowns and working from home were adopted worldwide during the coronavirus (COVID-19) pandemic. University professors suddenly shifted to work from home adopting distance teaching. OBJECTIVES: This study aimed to investigate Health-Related Quality of Life (HRQoL) and its associated occupational and health factors during COVID-19 among university professors. METHODS: A cross-sectional design targeted university professors of all majors in Jordan. The study self-administered survey included demographics and lifestyle data, 12-item Short Form health survey (SF-12), Depression Anxiety Stress Scale (DASS 21), professor' evaluation of distance teaching, Neck Disability Index (NDI), and International Physical Activity Questionnaire (IPAQ). Descriptive analyses were conducted to demonstrate primary outcome measures data. Factors associated with HRQoL were determined using a multiple variable linear regression analysis. RESULTS: A total of 299 university professors successfully completed the study. Participants' SF-12 physical health component score was 74.08 (±18.5) and 65.74 (±21.4) for mental health component. Higher depression, stress, neck disability, and weight change were significantly associated with lower HRQoL level. While higher satisfaction with distance teaching, health self-evaluation, and work load change were significantly associated with higher HRQoL level. The regression model explained 66.7%of the variance in professors' HRQoL (r2 = 0.667, F = 82.83, P < 0.001). CONCLUSIONS: Jordanian university professors demonstrated good HRQoL and mental health levels during COVID-19 lockdown. Factors associated with professors' HRQoL should be considered by academic institutions in determining the best occupational setup of teaching activities in future pandemics. [ABSTRACT FROM AUTHOR]

Attempts to control COVID-19 pushed mental health providers to offer remote services to engage clients. This article discusses transitions in a student-led behavioral health clinic and has three aims: explore experiences transitioning to telehealth services, examine client mental health and quality of life outcomes, and compare client engagement through no-show and cancellation rates. This study is an evaluation and used a nonexperimental design. Data were collected from clinic students and faculty (n=21) and from clients (n=46). Data were analyzed using directed content analysis and univariate descriptive statistics. Students and faculty encountered few barriers moving services to telehealth. During a pandemic, client symptoms remained stable. No-show and cancellation rates declined following telehealth. Implications for student-led clinics and training are discussed. [ABSTRACT FROM AUTHOR]

This study investigates gender differences in the perceived level of stress of university instructors in India. An online cross-sectional survey was completed with 86 respondents comprised of 51 males and 35 females in the state of Gujarat. Results indicate that job stress on work-life balance is significantly stronger for females. Additionally, male respondents scored higher in managing anger at work compared with female respondents and reveal a stronger detachment with work. Further, male respondents have more health-related issues compared with females due to job stress and imbalance in work life, while females exhibit lower career resilience due to family characteristics and responsibilities. This research contributes to the research on work-life balance specific to the teaching profession. Originality/value: To the best of the author's knowledge this study is unique and different from other studies as this is the first study concerning India. [ABSTRACT FROM AUTHOR]

Background: This cross-sectional study aimed to determine the earthquake preparedness levels and related factors of the faculty members working at a university located in a province in a first-degree earthquake zone in Turkey. Methods: The total number of faculty members at the university is 457, including 314 assistant professors, 63 associate professors, and 80 full professors. The study group included 177 (38.7%) of 457 faculty members. The dependent variable of the study is the attitudes of the faculty members towards earthquake preparedness. The independent variables were age, gender, marital status, having children, living with or without children, duration of residency in Karabuk. In addition, these were also included as variables, respectively, type of housing, property ownership, work experience, exposure to natural disasters in the past, and the awareness that Karabuk is a first-degree risk earthquake zone. The data were collected using a descriptive questionnaire and Mulilis-Lippa Earthquake Preparedness Scale. Data were analyzed using chi-square tests and binary logistic regression model and SPSS 20.0 software. Results: There was only one (0.6%) faculty member who stated that he meets all of the preparatory criteria of the Mulilis-Lippa Earthquake Preparedness Scale. The probability of low materials preparedness score increased by 2.31 (95% CI 1.1-4.7) and 4.53 (95% CI 1.4-14.4) when the faculty members were renters and working as faculty members for 15 years and over, respectively. Being a renter also increased the probability of common knowledge and skill score by 1.95 (95% CI 1.0-3.8). Conclusions: This study showed that earthquake preparedness levels among the faculty members are insufficient and suggests that motivation of the faculty members' motivation to be appropriately prepared for future earthquake case should be increased. [ABSTRACT FROM AUTHOR]

This article is an autoethnographic exploration of college faculty grief. Over a career, a college teacher is likely to encounter deaths of current and former students. The rich connections that can develop in a faculty–student relationship can make for strong grief. Issues that can complicate faculty grief include regrets that might be unique to faculty–student relationships and information about the deceased that the faculty member feels obligated to keep confidential and cannot mention while processing their grief with others. Faculty members may rarely have the benefit of attending funeral or memorial services for students and former students, but with the deaths of current or recent students, a faculty member is likely to have colleagues and students who knew the deceased with whom to talk. With deaths of students from long ago, a faculty member is likely to be limited to processing grief with people who never knew the deceased. [ABSTRACT FROM AUTHOR]

With the increasing demands on the practice of medicine, this qualitative study asked residents and their faculty (n = 44) to reflect on how they cope with their work. They provided written reflections to questions about successful and disappointing patient experiences, as well as describing their personal, religious, or spiritual practices. Key themes included connecting with family and friends, learning from their mistakes, using cognitive behavioral tools, and engaging with their spirituality and religiosity. One third specifically mentioned they used prayer and/or meditation. We contextualized selected quotes with their level of spiritual well-being, religiosity, and burnout. [ABSTRACT FROM AUTHOR]

Higher education institutions in Spain are required, by law, to make anticipatory reasonable adjustments for students with disabilities. This work explores the contributions of 119 faculty members for the inclusion of students with disabilities. Specifically, the aim was to know their beliefs and knowledge about reasonable adjustments, which types of adjustment they carried out, what implications that affect faculty members were associated with making such adjustments, and what support they had to apply them. A progressive data analysis was performed using a system of categories and codes. The results show that the faculty members made different types of reasonable adjustments in the classrooms, and that they had a favourable attitude toward this. However, there was a lack of knowledge about the needs of the students, as well as doubts of the faculty members based on such lack of knowledge. The research explores how inclusive faculty attend to the needs of university students with disabilities. Faculties showed predisposition and a favourable attitude toward making adjustments. The participants make different types of adjustments depending on students characteristics. University faculties need support to address to the needs of students with disabilities. The study shows that students with disabilities are a professional challenge for faculty, providing new learnings and greater professional satisfaction. [ABSTRACT FROM AUTHOR]

The 10-item Perceived Stress Scale (PSS-10) is the most widely used measure of perceived stress, yet its ability to distinguish between enduring and dynamic aspects of stress and temporal reliability have not been yet investigated using appropriate methodology. Generalizability theory is suitable for this purpose and was applied to investigate psychometric properties of the PSS-10. A longitudinal measurement design was used with data of 122 educators randomized into Intervention (mindfulness) and Control group and assessed on three occasions, baseline and after 8- and 6-week intervals. The PSS-10 demonstrated strong temporal reliability with assessment scores generalizable across persons and occasions (G = .86). Self-confidence and irritation were identified as the most dynamic/amendable aspects of perceived stress, which has implications for interventions aiming at efficient stress reduction but did not affect temporal reliability of the scale. This study demonstrated that the PSS-10 is a trait measure suitable to evaluate long-lasting effects of interventions aiming to reduce perceived stress. Researchers using the PSS-10 to assess effects of interventions should be aware that the scale might not be sensitive enough to reflect short-term intervention effects and is less suitable for this purpose. The current application of G Theory to PSS-10 highlights the need to develop a measure to assess perceived stress as a state and informs interventions aimed at effective stress reduction. [ABSTRACT FROM AUTHOR]

This paper investigated a 60-item version of the Multidimensional Inventory of Dissociation (MID) with the potential to capture the full range of dissociative symptoms that characterize each of the dissociative disorders (DD). The 28-item Dissociative Experiences Scale (DES) was designed to capture a wide range of dissociative phenomena, but college population studies indicate it may not be adept at identifying the full range of dissociative symptoms and disorders. The 218-item MID has the advantage of capturing the full range of dissociative symptoms and has diagnostic capabilities for all DSM-5 DD, but the disadvantage of taking considerably longer than the DES to complete. Using university students and staff (N = 313), this paper investigated a 60-item version of the MID with the potential to capture the full range of dissociative symptoms that characterize each of the DD. Results indicate the MID-60 has a nearly identical factor structure to the full MID, excellent internal reliability, and content and convergent validity. Using the MID-60, at least 8% of participants at an Australian university were positive for a DD and, on average, participants self-reported having dissociative experiences 13% of the time. The present study's findings suggest the MID-60 is a promising alternative to the DES, with results about the prevalence of DDs and dissociative experiences consistent with those found using clinical interviews and the DES. [ABSTRACT FROM AUTHOR]

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percent of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants' strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students' problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one's skills at a university and in the workplace. [ABSTRACT FROM AUTHOR]

Wolcott provides guidance on where we can start the healing process in healthcare by emphasizing an environment in which growth mindsets can flourish. [ABSTRACT FROM AUTHOR]

Daily activities performed by music instructors generate high sound levels that could potentially lead to overexposure. Adverse outcomes associated with high-exposure to sound, such as hearing loss and tinnitus, can be especially devastating to music instructors as hearing is essential to both job performance and career reward. The primary objective of this study was to compare sound exposures of music instructors to recommended exposure limits. Secondary objectives were to identify high-exposure activities and to evaluate potential similar exposure groups by examining between- and within-worker exposure variability. Personal sound exposure measurements from music instructors were collected using dosimeters during full workdays for up to 4 weeks over multiple semesters at a university's school of music. Study participants completed an activity log to record work-related activities throughout each day of sampling. Dosimeters logged 1-sec sound equivalent levels in A-weighted decibels. These data were used to calculate 8-hr time-weighted averages, daily dose, and activity-specific contributions to that dose to determine if daily exposures exceeded the recommended limit of 85 dBA and to identify high-exposure activities that could be targeted for future intervention. Seventeen participants were sampled for a total of 200 days. Approximately one-third of daily exposures exceeded recommended limits. The groups with the highest exposures were brass and conducting instructors. Conductors experienced the highest between-day variability in daily exposures. Activities that contributed the most to daily dose included group rehearsals, personal practice sessions, and performances, while classes and administrative work did not substantially contribute to daily dose. Daily exposures were highly variable, ranging from 60–95 dBA (mean = 81 dBA, sd = 8 dBA), and were influenced by instructional area and musical activity. Future exposure assessments for music instructors should include sampling for multiple days, and those above-recommended limits should be placed into hearing conservation programs. [ABSTRACT FROM AUTHOR]

Background: Due to the COVID-19 pandemic, most faculty in science, technology, engineering, mathematics, and medicine (STEMM) began working from home, including many who were simultaneously caring for children. The objective was to assess associations of gender and parental status with self-reported academic productivity before (i.e., mid-January to mid-March 2020) and during the pandemic (i.e., mid-March to mid-May 2020). Materials and Methods: STEMM faculty in the United States (N = 284, 67.6% women, 57.0% with children younger than the age of 18 years living at home) completed a survey about the number of hours worked and the frequency of academic productivity activities. Results: There was no significant difference in the hours worked per week by gender (men, M [standard deviation, SD] = 45.8 [16.7], women = 43.1 [16.3]). Faculty with 0–5-year-old children reported significantly fewer work hours (33.7 [13.9]) compared to all other groups (No children = 49.2 [14.9], 6–11 years old = 48.3 [13.9], and 12–17 years old = 49.5 [13.9], p < 0.0001). Women's self-reported first/corresponding author's and coauthor's article submissions decreased significantly between the two time periods; men's productivity metrics did not change. Faculty with 0–5-year-old children completed significantly fewer peer review assignments, attended fewer funding panel meetings, and submitted fewer first authors' articles during the pandemic compared to the previous period. Those with children aged 6 years or older at home or without children at home reported significant increases or stable productivity. Conclusions: Overall, significant disparities were observed in academic productivity by gender and child age during the pandemic and if confirmed by further research, should be considered by academic institutions and funding agencies when making decisions regarding funding and hiring as well as promotion and tenure. [ABSTRACT FROM AUTHOR]

Reflecting on experiences in the United Arab Emirates, one professor's thoughts on surveillance and human dignity is explored. Different forms of surveillance are touched upon, including the use of ankle bracelets to track those who are infected with COVID-19. Human rights are touched upon offering observations and closing with the fact that the number of deaths, in the UAE, have been exceptionally low. [ABSTRACT FROM AUTHOR]

The author presents a personal narrative of her experiences of learning jazz music.

Objective: The higher education industry in the United States is large (almost four million employees and 19 million students) with diverse hazards. Methods: We apply a novel health services research approach to systematically assess a sample of 55 institutional websites. The accessibility, content, and coverage of occupational health/safety program information were systematically coded for several domains (eg, Occupational Safety and Health Administration (OSHA)-related, specific hazards, clinical, person-oriented, COVID-19, and coverage). Results: Information was more available for programs related to OSHA mandates (eg, chemical hygiene) and specific hazards than for person-oriented programs (eg, counseling). Larger institutions provide better information and more comprehensive programs than smaller institutions. Conclusions: Higher education institutions warrant increasing attention to occupational health and safety, particularly as COVID-19 increased attention to workplace health issues. [ABSTRACT FROM AUTHOR]

For its fifteenth anniversary, the Jay Sexter Library at Touro University Nevada (TUN) sought ways to capture its institutional history by founding an archive. Among many challenges, the library struggled to convince the administration of the importance of an archive. To generate interest in TUN's history, a task force comprising library, executive administration, and advancement staff hosted and recorded a panel event with some of the university's original faculty, staff, and administration. By having this event, new TUN employees were able to experience the shared knowledge of TUN's early days, and the library was able to create and preserve its own institutional history. [ABSTRACT FROM AUTHOR]

The relationship between spirituality, social work, and social work education is complicated and often difficult to teach. Though social work has significant religious roots, it distanced itself at the turn of the 20th century in pursuit of professionalism and scientific respectability. Today the NASW and the CSWE recognize spirituality and religion as aspects of client diversity; however, few strategies exist for integrating this content into social work curriculum. This paper offers a conceptual framework for understanding the spirituality-social work relationship based on person-in-environment. Educators can use this framework as a tool for integrating spirituality content across core social work courses. [ABSTRACT FROM AUTHOR]

The statistics requirement in social work curricula can be seen by students as a detour from the substance of social work. In this note, I describe my experience teaching part-time master's students that statistical thinking is social work: it is an application of the social work code of ethics and a critical tool in practice for making pragmatic decisions. I use two applied examples to demonstrate how statistical thinking can equip social workers to both identify inequity (through "rejecting the null") and avoid practices with insufficient evidence (through "failing to reject the null"). Based on my experience, I suggest some strategies for other people to use when teaching statistics to social workers. [ABSTRACT FROM AUTHOR]

This systematic review study analyzed the repercussions of psychosocial factors for coping with work-related stress in university teachers. The PRISMA-NMA statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses) was used on the Dialnet, SciELO and Redib databases with a sample size of 5417 teachers. Results: 48% presented elevated dissatisfaction in detrimental working conditions, 36% displayed cognitive dysfunction, 12.3% resigned citing Burnout Syndrome and 3.7% presented selfcare, self-control, and positive reassessment and sought out support. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to focus on management-led intervention strategies aimed at achieving stable mental well-being among academic staff in higher education institutions (HEIs) by reviewing and synthesising existing literature on varying intervention strategies to managing workplace stress and improving mental health. Design/methodology/approach: Twenty-two peer-reviewed articles were identified through databases (PsycARTICLES, PsycINFO, Business source complete, Academic search complete) and the application of the PRISMA guideline. A quality check was carried out on the selected articles, and a data extraction table was developed to aid the discussion. Findings: Although the awareness of mental health is a global issue, there was minimal research evidence in managing stress and mental health among academic staff in HEIs through increased university management involvement. Most HEIs were more focused on corporatisation and student satisfaction while unconsciously neglecting its impact on the well-being of academic staff even though universities' management portray staff welfare as priority. Research limitations/implications: There is limited information measuring the outcome of various management-led mental well-being strategies in HEIs. Further research applying more robust study design rather beyond self-reported questionnaires and similar study designs is needed in this area. Practical implications: Establishing routine mental health assessment, effective communication, continuous promotion of existing and available support is imminent to improve the mental well-being of academic staff by HEIs management. Originality/value: This is the first systematic review that describes and synthesises the various mental health triggers, including workplace stressors, that affect academic staff in higher education institutions (HEIs) and summarises various possible management intervention strategies. [ABSTRACT FROM AUTHOR]

This study investigated the relationships between sexual (verbal and non-verbal sexual harassment) and physical violence against physical education (PE) teachers and work-related stress. Participants were 175 (females 122, males 53) Finnish PE teachers aged between 27 and 62 years. The findings showed that 1) higher perceived physical violence was positively associated with higher perceived non-verbal sexual harassment and work-related stress; 2) teachers with a sport science degree perceived higher work-related stress mediated by physical violence than other teachers; 3) longer-serving PE teachers reported lower verbal sexual harassment than teachers with less teaching experience; and 4) female PE teachers reported higher work-related stress than male teachers. These results indicated that violence against PE teachers is multidimensional. To prevent work-related stress in PE teachers, school authorities could encourage teachers to report student threats as a violence prevention strategy in schools and provide appropriate support for teachers who have been victims of violence. [ABSTRACT FROM AUTHOR]

The aim of the present study was to analyse the gender differences in stress-related factors of university professors. A cross-sectional study was carried out, where gender differences in psychological, nutrition, physical activity, and oral health stress-related factors were analysed in 470 Spanish university professors (58.7% male and 41.3% female, 42.1 ± 9.2 years) through a compendium of questionnaires. The results showed how females presented significantly (p ≤ 0.05) higher scores than males in perceived stress (females: 22.15 ± 4.40 vs. males: 19.69 ± 3.61), emotional exhaustion (females: 20.86 ± 9.51 vs. males: 16.44 ± 9.12), and neuroticism (females: 5.53 ± 1.97 vs. males: 4.77 ± 1.96). These results may be related to higher probabilities to suffer the burnout syndrome, showing possible physical symptoms of this psychological disorder such as dry mouth and gastritis or heartburn. We concluded that female professors presented higher burnout perceived stress, emotional exhaustion, and neuroticism levels than males. Females also presented higher dry mouth, gastritis, and heartburn than males. Female professors showed healthier nutritional habits than males, presenting higher consumption of milk products and fruit per day, a higher number of meals, and less eating between hours and fried food consumption. Nevertheless, females consumed fewer water glasses and practised less weekly sport than male professors. [ABSTRACT FROM AUTHOR]

Copyright of Portuguese Journal of Mental Health Nursing / Revista Portuguesa de Enfermagem de Saúde Mental is the property of Portuguese Society of Mental Health Nursing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The aim of this study was to investigate the interactions between mental health, effort-reward imbalance, intrinsic overcommitment and burnout in occupational groups that face mental stress. Methods: Three hundred forty-six people aged 43.8 ± 9.9 years in professions characterized by mental strain (medical assistants, nurses, bank employees, teachers) were surveyed. The Effort-Reward Imbalance Questionnaire, overcommitment, General Health Questionnaire and Maslach Burnout Inventory were used. Results: There were occupational group-specific differences. Nurses showed the highest effort-reward imbalance, the highest impaired mental health and risk of burnout. The intrinsic overcommitment was highest among teachers. Gender and work experience had no influence, but there were some differences in age. Conclusions: The occupational groups we studied experience stress differently. They would benefit from the establishment of general conditions to improve the management of stress in the workplace. The focus should be on improving mental health. [ABSTRACT FROM AUTHOR]

The organization forms are a major part of the life of the employed people. When the individuals' workplace is full of tensions, their mental and social health are threatened and this may involve them in job burnout. Teachers' jobs at a university include jobs that may lead to burnout, and university professors who experience burnout usually do not have enough motivation to attend the class. This may lower the quality of education in the university. Working hours of university professors are completely different from other government employees. That is, after completing office time, staffs are concerned about their daily lives, while university professors spend the day and night researching and attending in classes. This can lead to job burnout if professors involve in workplace problems. With increasing job burnout of faculty members, the scientific level of the university will reduce, in these circumstances, the university cannot achieve its core mission of scientific, social, cultural, economic and technical development. Accordingly, the present study tries to investigate the degree of job burnout among faculty members of Tabriz University and its related social factors and then to develop strategies for controlling and preventing it. [ABSTRACT FROM AUTHOR]