Background: Studies show that student mental health has continued to deteriorate over the years. Developing strengths-based approaches could aid educators in the development of Psychological Capital (PsyCap) and positive protective factors in students to support their mental well-being and aid in their success; however, little is known of the subject experience of educators who attempt this. Aims: This study aims to understand the experience of award-winning educators; both in their attempts to cultivate positive protective factors in students and in challenges to the pursuit of that goal during the shifting academic landscape at the emergence of COVID-19. Sample: Six award-winning educators from a British university. Methods: Participants were interviewed over video calls in this research design using semi-structured interviews. Thematic analysis was used to analyse the data.Results & Discussion: The results showed two major themes; pressures for academics and strength-based approached to cultivating PsyCap. These themes reflected that educators saw an urgent need for students to develop resilience as they struggle to handle subjective failure and that students struggle with imposter syndrome. The educators identified the challenges as feeling taken for granted, having unmanageable workloads along high expectations placed on them.
Background: Previous research on the electricity supply in Syria
identified a gap between production and users’ needs due to
infrastructure damage. The aim of this paper was to investigate the
social and psychological impact of electricity shortages on people’s
lives in north and northwest Syria. Methods: Head of households (N =
412, M age = 40, SD = 9.4) completed the short version of the Warwick
Edinburgh Mental Well-being Scale and answered questions on the
available hours of electricity, and displacement. They were also
requested to complete, on behalf of their children (N = 716, M age = 10,
SD= 2.6), the Strengths and Difficulties Questionnaire. Results: The
results indicated significant correlations between hours of available
electricity and well-being, and displacement with well-being. In
addition, children’s hyperactivity problems and prosocial behaviour were
also associated with the amount of available electricity. Conclusion:
Although this pilot study provides an understanding of the impact of
electricity shortage on psychosocial well-being, further research should
include more targeted studies in each of the areas identified.
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