Search

The purpose of this qualitatively study via the Case Study approach was to recognize the impact that coronavirus disease-2019 (COVID-19) had on the mental health of randomly selected female domestic violence shelters’ board members, staff, volunteers, and counselors and therapists. To guide this study, the theory of integrating existing knowledge of a topic generated an in-depth, multi-faceted understanding of a complex issue. The case study aimed to answer how COVID-19 impacted higher levels of stress, depression, anxiety, and post-traumatic stress symptoms in the female gender. The study focused on the experiences of vicarious trauma (VT), secondary traumatic stress (STT), compassion fatigue (CF), burnout (BO), social services fatigue (SSF), acute stress disorder (ASD), and post-traumatic stress disorder (PTSD) among the service providers as well as the work functions of the shelters’ staff impacted by the coronavirus disease-2019 pandemic. Multiple data sources will be relied upon to build an in-depth, contextual understanding of the case.

The purpose of this qualitative study was to understand the experiences regarding mental health-related resources and policies since the beginning of the COVID-19 pandemic for undergraduate students at higher education institutions in northern Georgia. The theory guiding this study is Bandura’s social cognitive theory, as it explores motivators and factors for human behavior and attitude. A phenomenological research design was used to determine common themes among college students enrolled in higher education institutions in northern Georgia before and throughout the entirety of the COVID-19 pandemic. The higher education institutions were within an 80-mile radius, as these colleges were required to implement statewide precautions, regulations, and policies during the COVID-19 pandemic. A total of 10 participants were included in the study. Individual interviews, focus groups, and journal prompts were used as the methods of data collection. Individual interviews and focus groups were conducted online through TEAMS, and the journal prompts were collected electronically through e-mail. Data analysis was conducted using thematic analysis and horizontalization. Common themes and significant quotes were highlighted and organized into categories using online password-protected files. Three major themes emerged: (a) institutional policies, (b) mental health-related resources, and (c) meeting student needs. The sub-themes that emerged included unknowns, switch to online learning, social distancing, counseling, physical and outdoor activities, institutional communication to students, and including students in the decision-making process. Triangulation, member checks, and an audit trail were used to check for trustworthiness.

COVID-19 brought to light many things worldwide. One of the pressing issues was the increased rates of burnout, depression, and suicidal risk among nurses. This called for examining nurses’ work experiences and overall well-being during the Coronavirus pandemic. Furthermore, it was revealed that the nursing mindset regarding self-care was overlooked. This integrative review will inform stakeholders about the “overlooked care plan.” This review will be a call to action built on existing knowledge and facilitate policy for the nursing profession. Building upon nursing science, informative research, and facilitating policy initiatives, this review will serve as a call to action for healthcare systems.

COVID-19 quickly became a global pandemic and a biological disaster. Mental health deteriorated due to fear, stress, isolation, and loneliness. Symptoms of anxiety, depression, stress, and disturbed sleep have been associated with COVID-19. There is limited research on mental health and well-being among evangelical Christians. A primary concern is that church congregants and leaders are tired and struggle with mental health issues. Thus, care for the congregation and community is limited. The rate of distress and depression among the religious is on the rise. The purpose of this quantitative research is to evaluate the interaction of perceived stress and emotional intelligence on the relationship between perceived social support and mental health among evangelical church members in the United States during the COVID-19 pandemic. The Mental Health Scale-Short Form, Multidimensional Scale of Perceived Social Support, Trait Emotional Intelligence Questionnaire-Short Form, and the Perceived Stress Scale were used in a statistically significant moderated moderation. Overall, the study contains substantial implications for counseling research and treatment planning.

The role of trauma-informed education is becoming a topic of discussion for many school leaders and administrators during the COVID-19 pandemic. The purpose of this study was to explore the relationship between trauma training, education, experience, and teacher self-efficacy, and teachers’ self-reported perceptions of student behavior, teaching, and managing behaviors of students with trauma history. Previous research highlighted a lack of teacher input when developing trauma-informed education within school settings. This correlational study investigated factors associated with educator trauma training, education, experience, and self-efficacy. Data were collected from a city school system in a large, urban district in the northeast United States. Three multiple regression analyses were conducted; each analysis used the predictor variables educator trauma training, education, experience, and self-efficacy scores. This research study found a significant positive correlation between educator trauma training, education, experience, self-efficacy, and teaching traumatized children. It also found a significant positive correlation between trauma training, education, experience, self-efficacy, and teacher responses to student behavior. There was no correlation between trauma training, education, experience, self-efficacy, and perceptions of student behavior. The implications of this research are to find potential professional development gaps for administrators, school leaders, and researchers in developing trauma-informed care programs.