Resilience Skills Research Articles

“At School, It's a Completely Different World”: African Immigrant Youth Agency and Negotiation of Their Adaptation Processes in US Urban Schools

African immigrant youth adaptation processes in US schools remain under-researched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency levels, and multilingualism affected social relationships (both supportive and conflicted) with families, communities, peers, and school contexts. These experiences crucially influenced African immigrant youths’ adaptation processes. Participants drew from community resources and developed resilience skills to negotiate acculturative stressors when seeking friendship, belonging, and an integrated sense of identity in their new home. Recommendations for further supporting positive adaptive strategies are discussed.

Psychological stress and associated factors in caring for patients with delirium among intensive care unit nurses: A cross-sectional study

BackgroundCaring for patients with delirium is challenging and overwhelming for intensive care unit (ICU) nurses. Investigating the psychological impact of delirium care on ICU nurses is crucial to maintaining their psychological health and improving the quality of care. ObjectiveThe objective of this study was to investigate the psychological stress of ICU nurses in caring for patients with delirium and potential factors. MethodsA total of 355 nurses from three tertiary care hospitals in Hunan Province, China, participated in this cross-sectional survey. Data were collected using the demographic sheet, Impact of Event Scale-Revised, Connor-Davidson Resilience Scale, and Occupational Coping Self-Efficacy Scale for Nurses. Descriptive and multiple linear regression analyses were used to examine the factors associated with psychological stress. ResultsICU nurses suffered moderate psychological stress related to delirium care. The recent time to care for patients with delirium (P < 0.001), familiarity with delirium-related knowledge (P = 0.002), satisfaction with delirium-related support (P = 0.046), psychological resilience (P < 0.001), and occupational coping self-efficacy (P < 0.001) were significant contributors to psychological stress. ConclusionNurse managers and researchers need to focus on the psychological well-being of ICU nurses in caring for patients with delirium, especially those who are currently caring for patients with delirium, and provide tailored support, increase their knowledge of delirium, and also boost psychological resilience and coping skills.

The Recovering Together study protocol: A single-blind RCT to prevent chronic emotional distress in patient-cargiver dyads in the Neuro-ICU

IntroductionPatients admitted to the Neuroscience Intensive Care Unit (Neuro-ICU) with acute neurological illnesses (ANI; e.g., stroke, tumor, TBI) and their informal caregivers experience high rates of anxiety, depression, and posttraumatic stress. To address this need, we previously developed the Recovering Together (RT) dyadic intervention to help prevent chronic emotional distress in both patients and caregivers. Currently, we are conducting a fully-powered, single-blind randomized clinical trial (RCT) to evaluate the efficacy of RT versus an attention matched health education control. Here, we describe the protocol and current status of this RCT. MethodsWe aim to recruit 194 at risk patient-caregiver dyads from the Neuro-ICU at MGH. Eligible dyads include patients diagnosed with ANI, cognitively intact, at least one partner endorses emotional distress (on Hospital Anxiety and Depression Scale), English speaking, age 18 or older. Dyads are randomized to the intervention (RT-1) or control condition (RT-2) (both six sessions). RT-1 teaches resiliency (e.g., coping, mindfulness) and interpersonal skills. RT-2 provides education on health-related topics (e.g., stress, self-care, adhering to medical recommendations). Blinded research assistants collect measures at baseline, post-intervention, and three months follow-up. We will conduct mixed linear, mediation, and actor-partner interdependence models to examine changes in dyads' outcomes across time. ResultsWe have recruited 41 dyads and aim to recruit 194 total. DiscussionIf successful, we plan to test RT in a large-scale, multisite hybrid effectiveness-implementation study in Neuro-ICUs across the country. Enhancing psychosocial supports for patients and families could improve health outcomes, healthcare efficiency, and the culture of these units.

Resilient Nurses in the COVID-19 Compared to non-COVID-19 Wards.

Owing to daily exposure to high job stress, nurses need to use coping techniques. One of the coping strategies helping a person to cope with stressful situations effectively is resiliency skills. The aim of this cross-sectional study was to examine the factors related to nurses' resiliency during COVID-19 epidemic. The present study was cross-sectional and assessed the resiliency of 288 nurses working in the COVID-19 and non-COVID-19 wards was investigated. 25 items Connor & Davidson Resilience Questionnaire which scores the items between zero (completely incorrect) and five (always correct was used) was used for this end. This study was conducted in 2021 in four referral hospitals at Shiraz. In this study, nurses working in the COVID-19 care wards were selected as the study group and nurses in non-COVID-19 wards were selected as the control group. The mean age of participants was 32. The average resilience score in the in the participants worked in COVID-19 wards was 95.30 for men and 87.72 for women, and in the non-COVID-19 wards was 85.82 for men and 88.48 for women. Factors affecting resilience included age, job status, gender and job expectancy. The results of the present study showed that the mean resiliency scores of nurses working in COVID-19 and non-COVID-19 wards did not show a statistically significant difference. In this study Resiliency of nurses working in COVID-19 wards were not significantly differed from nurses of non-COVID-19 ones. This result should be further investigated and elaborated. With job planning regarding the employment and employment of nurses, considering their job expectation, gender, age and job status, we can be better prepared for future health system pandemics.

Seeing Infrastructure, Interrogating Infrastructure: Making explicit the implicit of LIS education and learning environments

Seeing Infrastructure, Interrogating Infrastructure: Making explicit the implicit of LIS education and learning environments

Impact of Economic Policy Uncertainty and Pandemic Uncertainty on International Tourism: What do We Learn From COVID-19?

Uncertainty is an overarching aspect of life that is particularly pertinent to the present COVID-19 pandemic crisis; as seen by the pandemic’s rapid worldwide spread, the nature and level of uncertainty have possibly increased due to the possible disconnects across national borders. The entire economy, especially the tourism industry, has been dramatically impacted by COVID-19. In the current study, we explore the impact of economic policy uncertainty (EPU) and pandemic uncertainty (PU) on inbound international tourism by using data gathered from Italy, Spain, and the United States for the years 1995–2021. Using the Quantile on Quantile (QQ) approach, the study confirms that EPU and PU negatively affected inbound tourism in all states. Wavelet-based Granger causality further reveals bi-directional causality running from EPU to inbound tourism and unidirectional causality from PU to inbound tourism in the long run. The overall findings show that COVID-19 has had a strong negative effect on tourism. So resilient skills are required to restore a sustainable tourism industry.

Krytyczne doświadczenia życiowe jako źródło zmian: w kierunku potraumatycznego rozwoju

Experiencing highly stressful events need not only entail negative consequences, but may also lead to the emergence of positive change, which is referred to as post-traumatic growth. The study shows the role of subjective resources and potential in dealing with a crisis that may constitute a possible space for development. The aim of the considerations is to look at critical life experiences as a source of change. They are related to positive adaptation (resilience). Important resilience skills include reevaluation and reinterpretation of the meaning of events in the face of threats and change. Resources and subjective potential, which moderate the negative impact of threats and adversities, help to determine positive orientation, creative human activity and the ability to transgressive actions

Emerging Nurse Manager’s Resilience and Their Empowering Behavior during COVID-19

Background: The COVID-19 pandemic exacerbated tensions and tested the resiliency of many nursing leaders. Resilience enables head nurses to cope with their work environment challenges, and maintain healthy psychological activity. Moreover, their empowering behavior represents the vehicle to transform traumatic events such as the COVID-19 pandemic to create a high-quality work environment. Aim: To explore the relationship between nurse manager resilience and empowering leader behavior during COVID-19. Method: This is a descriptive correlational study. The study subjects consisted of two groups: head nurses (44) and staff nurses (284). The study was conducted at Benisuef University Hospital. Two tools were used for collecting data; nurse managers’ resilience scale, and staff nurses’ perceived empowering behavior during the COVID-19 pandemic via questionnaire. Results: In total, 50% of nurse managers had high resilience skills levels, about one-third of them (34.1%) had moderate levels and only 15.9% had low resilience skills levels. Furthermore, with regard to empowering leadership behavior levels as perceived by staff nurses during COVID-19; 66.9% of them perceived it high, 29.2% reported a moderate level of empowering behavior, and only 3.9% perceived low levels. Finally, there was a highly statistically significant positive correlation between nurse manager’s resilience skills levels and staff nurses’ perception of empowering behavior during COVID-19. Conclusions: Half of the nurse managers had high resilience skills, and only 15.9% had low levels. Two-thirds of staff nurses perceived high levels of their nurse manager’s empowering behavior during COVID-19, in comparison to only 3.9% who perceived low levels. There was a highly statistically significant positive correlation between nurse manager’s resilience skills levels and perceived empowering behavior during COVID-19.

Becoming More Resilient during COVID-19: Insights from a Process Evaluation of Digital Resilience Training.

Resilience training is gaining attention as a strategy to build students’ resistance to adversity and promote their mental well-being. However, owing to inconsistencies and variations in the content and delivery of resilience training, more work is needed to examine students’ experiences and preferences to address issues relating to intervention fidelity. This study adopted a qualitative approach in exploring students’ experience of synchronous and asynchronous versions of a digital resilience training program. Seventeen students were interviewed using a semi-structured virtual face-to-face interview via Zoom. The thematic analyses unveiled four themes: embarking on a journey toward resilience, discovering strategies to develop resilience, finding a balance to benefit from resilience skill enhancement, and instilling resilience in the everyday. Future resilience training should consider students’ workload and interactivity to enhance their engagement. As being resilient is associated with better mental well-being, the findings of this study may support the development of future wellness programs.

Resilience for Undergraduate Students: Development and Evaluation of a Theory-Driven, Evidence-Based and Learner Centered Digital Resilience Skills Enhancement (RISE) Program.

Protective factors that build students’ resilience are known. A six-week digital resilience training program was developed on the basis of theory, evidence, and contextual information. The feasibility study sought to evaluate the acceptability, appropriateness, demand, implementation, and limited efficacy of a digital resilience skills enhancement program for undergraduate students. A single group, pre-test, post-test, concurrent mixed methods design among 10 undergraduate students was conducted in one university in Singapore. The content analysis concluded that students accepted and perceived the digital resilience skills enhancement program as appropriate. Students also proposed several improvements, such as the initiation of the program and revisions to the content. The Wilcoxon signed-rank test found significant improvements in resilience (p = 0.02) and meta-cognitive self-regulation (p = 0.01) scores with medium (d = 0.79, 95% CI: −0.15 to 1.74) and very large effect sizes (d = 1.31, 95% CI: 0.30–2.33), respectively. Students found the digital resilience program appropriate and were able to apply their newly acquired skills to promote their resilience and learning. Although, several improvements are proposed to enhance the rigor of the digital resilience program, the findings of this study suggests that digital resilience programs are important for students’ well-being.

When lightning strikes twice: Perceptions of oncology social workers about working with families with two members in treatment.

Families with a parent and child concurrently receiving cancer treatment are not common, but their needs are typically more complex than families with only one member in treatment. They have a heightened sense of loss, vulnerability, and mortality. The study purpose was to: (1) describe quality of life, social support, resiliency, and loss for these families; and (2) describe how healthcare teams can support these families. This was a qualitative study with 20 oncology social workers who had worked with families with a parent and child concurrently receiving treatment for cancer within the past five years. The interview included questions about the emotional, social, financial, and other needs of these families, as well as their social support, quality of life, loss, and resiliency. Three themes emerged from the data: 1. Increased demands on the family with a concurrent cancer treatment, including emotional, financial, and logistical challenges for the ill parent and child and for the healthy parent and siblings; 2. Greater resilience and coping skills were experienced by some families; and 3. Implications for the healthcare team, including emotional distress in treating these families, challenges in treatment adherence, and providing the necessary support to these families. Supporting these families is challenging for social workers and other members of the healthcare team. Understanding the emotional, financial and logistical needs of these families, and coordinating their care across the adult and pediatric teams, will better support the patients, as well as the healthcare providers who work with them.

THE PREDICTIVE EFFECT OF PSYCHOLOGICAL RESILIENCE ON THE LEVELS OF PSYCHOLOGICAL INFLEXIBILITY OF ADOLESCENTS

The aim of this study is to examine the predictive effect of psychological resilience on adolescents' levels of psychological inflexibility. The study group of the research consists of adolescents aged between 15 and 17 who attend the 10th and 11th grades in the 2021-2022 academic year. A total of 304 adolescents, 146 women, and 158 men participated in the study. Avoidance and Fusion Questionnaire –Youth 8 (AFQ-Y8), and Resiliency Attitude and Skills Profile (RASP), were used for data collection. Pearson correlation analysis was used to reveal whether there was a relationship between the variables of the study, and multiple linear regression analysis was used to examine the predictive relationship between the variables. According to the findings of the study, there was a negative and significant relationship between psychological inflexibility and humor, independence, and values, while the relationship between insight and psychological inflexibility was not statistically significant and it was determined that resilience predicted psychological inflexibility by 14%. In other words, it can be said that humor, independence, and insight, which are the sub-dimensions of psychological resilience, respectively, are significant predictors of psychological inflexibility. Keywords: Psychological Resilience, Psychological Inflexibility, Adolescent

A comparative study of Academic Resilience, Academic Self-Efficacy and Social Skills in Students with Divorced and Normal Parents

A comparative study of Academic Resilience, Academic Self-Efficacy and Social Skills in Students with Divorced and Normal Parents

How accurately can we predict repeat teen pregnancy based on social ecological factors?

Many factors at the individual, relationship, family, and community or environmental levels could predict repeat teen pregnancies or births, but research on certain factors is limited. In addition, few studies have examined whether these factors can accurately predict whether teen mothers will have a repeat pregnancy. This study examined theoretically selected predictors of repeat teen pregnancy among 945 pregnant and parenting teens (M age = 17), most of whom were Hispanic/Latina (86%). Logistic regression with 47 predictors measured at baseline was used to predict repeat pregnancy. Predictors were selected based on backward selection that aimed for a balance between model performance and model complexity. A random forest model was also used to determine how accurately repeat pregnancy could be predicted based on all predictors. Significant predictors of repeat pregnancy were the teen mother having a parent with a serious drinking or drug problem when she was a child, being older, not living with a mother figure, not intending to abstain from sex or use a long-acting reversible contraceptive, and having lower resiliency skills. However, predictors explained limited variance in repeat pregnancy, and their accuracy in predicting repeat pregnancy was low. More research is needed to identify accurate predictors of repeat pregnancy because this could inform program providers or developers about areas that warrant more focus in programming for teen parents, and it could help identify teen mothers at higher risk of a repeat pregnancy so they could be the focus of specific programming. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Impact of the COVID-19 pandemic on the mental health of residents of three specialty medical programs

COVID-19 pandemic disturbed mental health of healthcare personnel. Residents of the specialization programs could be at risk, since they were reassigned in their functions. To describe the impact of COVID-19 pandemic on symptoms of depression, stress, anxiety and resilient coping in residents of Anesthesiology, Internal Medicine and Emergency Medicine Material and Methods: Residents were invited to answer an online survey containing the DASS-21 scale for anxiety, stress and depression symptoms and the Brief Resilient Coping Scale (BRCS) for resilience skills. Fifty four out of 90 residents answered the survey. Eighteen to 24% of respondents had symptoms of depression, anxiety and stress at severe and extremely severe levels. Those with severe and extremely severe symptoms had also the lowest score on the BRCS resilience scale. We did not find an association between severity of symptoms and gender. A proportion of respondent residents had severe psychological symptoms and lower resilience scores during the COVID-19 pandemic.

Institute of CommunicationUniversity of Copenhagen

The stories of survival show how people who were exposed to various forms of social control and institutional violence as children and adolescents had to struggle with the consequences of these assaults for decades. The narrators of the storiesof survival are former sent-away-children who stayed in convalescent homes between 1950 and 1970; they document their experiences and their struggle for respect in their personal environment and for public recognition in the volume Heimweh –Verschickungskinder erzählen. The aim of the study. Based on a psychoanalytically inspired narrative concept, the article explores the question how the narrators are able to tell a story about their lives as their own and authentic life story. Research methods and techniques. This presupposes that not only experiences accessible to memory, but also repressed and pre-linguistic experiences have to be included in life story narration. Results and discussion. Pivotal categories of analysis are the terms “turning point” (Wendepunkte) and “threshold experience” (Schwellenerfahrungen). Four finished and completed narratives have been selected for analysis –two in which repressed experiences have found entry in the story telling, and two in which the struggle with remembering still is ongoing. Methodologically, I worked with a process of sense making (IPA) that reflects the subjectivity of all persons involved in the analysis, their previous experiences, their self-understandings and their theoretical assumptions, thereby disclosing their experiential space. Conclusions.An interesting finding of the analysis is that a) the level of violence experienced in the recovery homes cannot be considered as the only cause of repression and language disruption; b) children and adolescentswho had already developed resilience skills in their life history before their stay in the recovery homes were better able to resist the adversities in the recovery homes.Keywords: Sent-Away-Children; life story; repression and language destruction; remembering; resilience skills.

Emotional intelligence as a contributor to enhancing educators' quality of life in the COVID-19 era.

The basic education fraternity is constantly evolving with various stressors among others, curricular changes, adaptation to the Fourth Industrial Revolution, poor educator development, excessive workload, and brain drain, thus negatively affecting educators’ quality of life. The Coronavirus (COVID-19) has expedited the importance of emotional intelligence, as an essential resilience skill for enhancing the quality of life during adversity. The objective of the study is to ascertain the relationship between emotional intelligence and the quality of life of educators. A quantitative approach was utilized using simple random sampling. A sample of 108 educators from a population of 154 was drawn from six schools in the Reservoir Hills precinct of KwaZulu-Natal. The findings revealed a significant relationship between emotional intelligence and the quality of life of educators. A practical research model was advocated for key stakeholders in the South African basic education sector.

Open Education and Open Science in contexts of crises

Open Education and Open Science are powerful tools for Education. They can provide content, access, means and collaboration to anyone interested in learning, worldwide. Further, in contexts of crises, they increase their impact and outreach. There are many types of crises, from natural ones, such as earthquakes or hurricanes, to man-made produced, such as wars, occupations, migrations or financial recessions. In these cases, an open approach to use, re-use, share and produce, guarantees education and science, even in the hardest conditions. In this paper, the authors present an overall approach to openness and crises, and how to implement them based on competence frameworks. As a specific resource, the paper introduces the Open Education &amp; Science Crisis (OES-Crisis), which is based on five components in the form of skill-sets: 1) literacy skills, 2) digital literacy skills, 3) safety and security skills, 4) hope and resilience skills, and 5) life skills.

Open Education and Open Science in contexts of crises

Open Education and Open Science are powerful tools for Education. They can provide content, access, means and collaboration to anyone interested in learning, worldwide. Further, in contexts of crises, they increase their impact and outreach. There are many types of crises, from natural ones, such as earthquakes or hurricanes, to man-made produced, such as wars, occupations, migrations or financial recessions. In these cases, an open approach to use, re-use, share and produce, guarantees education and science, even in the hardest conditions. In this paper, the authors present an overall approach to openness and crises, and how to implement them based on competence frameworks. As a specific resource, the paper introduces the Open Education &amp; Science Crisis (OES-Crisis), which is based on five components in the form of skill-sets: 1) literacy skills, 2) digital literacy skills, 3) safety and security skills, 4) hope and resilience skills, and 5) life skills.

‘Rethinking the way we practice our professions’: social-ecological resilience for built environment professionals

ABSTRACT Urbanisation and industrialisation have contributed to significant and detrimental changes in the earth’s natural environments. The concept of social-ecological resilience can assist this problem, by integrating the consideration of human and ecological systems in decision-making. An implication is that built environment professionals must be competent in social-ecological resilience knowledge and skills to ensure cities are well adapted to current environmental challenges, and do not further contribute to them. Yet the capabilities of built environment professionals to incorporate resilience thinking (theory and knowledge) into their work (skills and practice), is not well understood and is not well addressed in education theory. This paper contributes to this gap by: exploring the social-ecological resilience knowledge, skills, and practical experience of Australian built environment professionals, thereby identifying gaps to address in further and higher education. Results indicate that built environment professionals’ know about social-ecological resilience, but they identify their practical experience is low. Additionally, respondents are more confident with their abilities, compared to colleagues, and their profession at large. The results indicate that further and higher education offerings (e.g. university education, continuing professional education, and practice) must assist built environment professionals to further develop social-ecological skills. As one respondent stated – it will require ‘rethinking the way we practice our professions’.