Collective wellbeing and posttraumatic growth during COVID-19: how positive psychology can help families, schools, workplaces and marginalized communities

Waters, Lea; Cameron, Kim S.; Nelson‐Coffey, S. Katherine; Crone, Damien; Kern, Margaret L.; Lomas, Tim; Oades, Lindsay G.; Owens, Rhea L.; Pawelski, James O.; Rashid, Tayyab; Warren, Meg A.; White, Mathew A.; Williams, Paige

doi:10.1080/17439760.2021.1940251

Cited by 63 publications

(44 citation statements)

References 176 publications

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“… Tedeschi and Calhoun (1996) proposed the term posttraumatic growth (PTG) to define the positive psychological changes experienced as a result of struggling with trauma or extremely challenging circumstances. Because PTG explains an extremely challenging crisis from a positive perspective, it provides important insights for understanding and coping with the trauma of COVID-19 ( Hyun et al, 2021 ; Waters et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring posttraumatic growth after the COVID-19 pandemic

Liu

2022

Tourism Management

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Although it is undeniable that the COVID-19 pandemic presented new threats and traumas for human beings, posttraumatic growth that took place after the struggle with this highly challenging crisis cannot be ignored. Therefore, based on the posttraumatic growth theory, the present research focuses on aspects of tourists' positive changes after the COVID-19 outbreak. A total of 1165 potential tourists from 197 cities in 31 provinces of China were analyzed using symmetrical and asymmetrical approaches. The results of the partial least squares test revealed the net effects of social support, psychological distress, and infection risk perception on the three dimensions of tourists’ posttraumatic growth, namely, travel risk aversion, social identity, and altruistic behavior. Fuzzy-set qualitative comparative analysis provided causal recipes for realizing posttraumatic growth, and necessary condition analysis supplemented the necessary antecedents. The implications of the findings and the paths for future research are also presented.

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Section: Introductionmentioning

confidence: 99%

Exploring posttraumatic growth after the COVID-19 pandemic

Liu

2022

Tourism Management

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“…Future studies should clarify what will happen next and whether the sense of communality can be revived or changed somehow. Waters et al (2021b) discussed the posttraumatic growth of communality. Indeed, not only observing communal well-being after the pandemic (Van Agteren et al, 2020) but also actively supporting positive transformations as those mentioned by Masten and Obradovic (2008) when referring to the increased resilience after disaster will be important.…”

Section: Discussionmentioning

confidence: 99%

“…As the pandemic spread and persisted with new waves, research data about its effects, not only its health and economic effects but also its widespread social effects, had accumulated (González-Zamar et al, 2021;Kniffin et al, 2021;Odriozola-González et al, 2020;Shaw et al, 2020). According to Waters et al (2021b), the global pandemic is a collective phenomenon. Most workplaces such as educational institutions started following their members' strategies to cope with the situation and to support their staff and students during the time when their well-being was threatened (Van Agteren et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Mystery of Remote Communality: University Students’ and Teachers’ Perceptions During the COVID-19 Pandemic

2021

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The aim of this study was to examine how the coronavirus disease (COVID-19) pandemic affected the communality among university personnel and students. Herein, we report the findings from a northern Finnish university in which student (mean number of participants, n = 339) and staff (mean number of participants, n = 133) perceptions and experiences were surveyed. The data (gathered between March 2020 and June 2021 in 7 surveys) included responses to questions about satisfaction with remote and hybrid work and communality. In addition, as the focus of the analysis in this research, we collected the participants’ descriptions of their experiences and thoughts through open-ended questions. The sense of communality among the students, students and teachers, and staff differed, but the appreciation for flexible interactions and availability was similar between the groups. This study discusses the importance of retaining a sense of communality during and after abnormal times on the basis of the reported findings.

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“…Proximal contextual factors include the classroom environment (teacher pedagogy and instruction as well as the curricula taught in class) and significant relationships (friendships, parent-child relationships), which, again, did not feature strongly in the data set. Contextual ecological models of well-being in schools have recently received research attention (see Waters et al, 2019 , 2021a ; Allison et al, 2020 ; Kern et al, 2020 ), but these papers were published after 2016 and, thus, were not part of the data set used in the current paper. While the criticism of decontextualization is beginning to be addressed, more attention is needed to context in positive education.…”

Section: Discussionmentioning

confidence: 99%

Tracing the Growth, Gaps, and Characteristics in Positive Education Science: A Long-Term, Large-Scale Review of the Field

Waters

Loton

2021

Front. Psychol.

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This large-scale quantitative review used publication data to track the presence of positive education terms over a 100+ year period across 35 psychology journals and education journals utilizing two analytical methods. First, computer-generated linguistic word count analysis identified that positive education terms have shown small but steady growth in psychology and education research for more than a century. From 1904 to 2016, positive education terms have risen consistently, with increases in 1952, 1982, 2010, and 2014 to over 4, 5, 6, and 7 percent, respectively. Four new terms were present in the top 20 most prevalent terms following the official launch of positive education in 2009: well-being, satisfaction, motivat*, and engag* (note: terms ending with an asterisk are word stems). Three terms also increased in rank order prevalence from 2009 onwards: emotion*; health; and goal*. The second analytical method involved in-depth human coding of a subset of positive education abstracts (n=2,805) by a team of five researchers1 to identify trends pertaining to how positive education research has been conducted in terms of paradigms, designs, methods, tools, samples, and settings from 1950 to 2016. College students and students in secondary school make up the most common samples, with little research in the early childhood years. Quantitative, cross-sectional studies using self-report surveys have been the most common design and method used over the past six decades, suggesting room for growth in qualitative methods and the need for greater longitudinal and intervention designs. The human coding was also used to classify positive education variables into broader categories of research. Nine categories were identified: positive functioning; well-being; ill-being; strengths; agency; connection and belonging; identity and personality; school climate and outcomes; and demographics. By tracking positive education science over time, the current paper allows researchers to take stock of the field, identify gaps, outline areas of growth, and pursue fruitful topics for future research.

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Collective wellbeing and posttraumatic growth during COVID-19: how positive psychology can help families, schools, workplaces and marginalized communities

Cited by 63 publications

References 176 publications

Exploring posttraumatic growth after the COVID-19 pandemic

Exploring posttraumatic growth after the COVID-19 pandemic

The Mystery of Remote Communality: University Students’ and Teachers’ Perceptions During the COVID-19 Pandemic

Tracing the Growth, Gaps, and Characteristics in Positive Education Science: A Long-Term, Large-Scale Review of the Field

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