Petrulytė, Ala

Изучение благополучия личности и ее роста является актуальным для современной психологии как в научном, так и практическом контексте (Wang et al., 2023). Важно изучать психологическое благополучие личности и общества, а также деятельности психологов в свете позитивной психологии. Реализация подхода позитивной психологии в нашей стране требует оперирования соответствующими категориями и наличия инструментов оценки, которые не всегда доступны из-за отсутствия переведенных версий методик, которые уже достаточно долго применяются во всем мире и доказали свою конструктивную валидность. Целью нашего исследования было реализовать перевод англоязычной методики оценки сострадательной самоидентичности «Шкала Тихого эго» (Quiet Ego Scale) на русский язык и проверить ее надежность после перевода (Wayment, Bauer, et al., 2015). Мы осуществили перевод, экспертизу перевода и провели оценку надежности переведенной версии методики. В исследовании приняли участие 223 респондента в возрасте от 22 до 86 лет. Полученные данные были проанализированы с применением методов математико-статистического анализа. В результате исследования мы установили, что после перевода опросник имеет допустимые показатели надежности Альфа Кронбаха. Полученные нами показатели надежности для всей методики составляют 0,628, для подшкалы «Отстраненное осознание» – 0,690, подшкалы «Инклюзивная идентичность» – 0,601, подшкалы «Принятие перспективы» – 0,647, подшкалы «Рост» – 0,616. Методика может использоваться для оценки баланса личности в ориентации на заботу о себе и заботу о других, вместе с рассмотрением себя и других в перспективе роста. [...].

The current study adopts a holistic and positive psychological approach to mental health, focusing on the emotional and social health domains of adolescents. The focus is on the correlation between adolescents' social emotional health, stress resilience and their perceived parenting style. Research methodologies: The Social Emotional Health Survey System (SEHS-S, Furlong et al., 2014); Brief Resilient Coping Scale (Sinclaire, Wallston, 2004); The parenting styles questionnaire (EMBU, Arrindell, 1999). Participants: 160 adolescents between 12 and 18 years of age. Research results: all parenting styles (except rejection) perceived by adolescents are significantly positively related to overall social emotional health (SEHS-S) index Covitality; adolescents stress resilience significantly positively correlates with all sub-scales of social emotional health and with the overall Covitality index. Effective communication between parents and children could help prevent or mitigate many problems and stresses during adolescence and contribute to positive development in adulthood.

As society becomes more modern, the economic and social significance ofteleworking is increasing. This trend has been particularly accelerated by theCovid-19 pandemic. Teleworking, as distance education/learning, has also beenapplied in the education system. However, there are limitations to such work, oneof which is the loss of communication between teachers and students. Schooleducators are in need of emotional resources and resilience when workingremotely. There is a lack of targeted distance support programmes for teachers. Aimof the study. To investigate the effectiveness of the Teacher Distance ResilienceSupport Programme. Study participants. 161 teachers from different schools inLithuania, Latvia and Slovakia. Methodology. Feedback questionnaire for theTeacher Resilience Support Programme (Svence, 2022); supervision of the trainingprogramme and focus group. Results. Relatively high Cronbach alpha values for thequestionnaire modules were established. It was found that teachers in the wholesample have a positive perception of the effectiveness of the distance supporttraining programme. Statistically significant differences were found in evaluationsof individual modules submitted by teachers from Lithuania, Latvia, and Slovakia.The age and experience of teachers did not show statistically significant difference.Conclusions. Teachers in all the three countries have positive perceptions of theeffectiveness of the distance support programme based on the feedbackquestionnaire and the supervision and focus group. In order to strengthen theresilience of teachers who work distance, it is recommended that the remotesupport programme is applied in school communities and included in teachertraining studies.   

Lithuania is encountering a crisis in education and a syndrome of teacher burnout. The article presents a study on the expression of anger among pre-service teachers (students) and in-service teachers in Lithuania. The study revealed differences in anger control and anger expression among pre-service teachers and in-service teachers according to their age and gender.

Teacher’s job is considered to be not attractive as it contains emotional strain and stress and schools in Lithuania face a shortage of teachers (TALIS, 2018; Merkys & Balčiūnas, 2019). Research on the social emotional health and resilience of teachers is important, especially in the face of the challenges of the Covid-19 pandemic. Research on social emotional health and resilience of Lithuanian teachers was conducted as part of the ERASMUS+ project ‘Supporting teachers to face the challenge of distance teaching’ (2020-1-LV01-KA226-SCH-094599). Methodology. The aim of this research was to assess the social emotional health and resilience of secondary school teachers in post-pandemic times. 400 respondents from Lithuania participated in the research. The results are based on data from the ‘Social and emotional health survey for teachers’ (SEHS-T) (Furlong.& Gajdasova, 2019) and the ‘Resilience scale’ (RS14) (Wagnild & Young, 1993; Wagnild, 2016). Results. Teachers reported a sufficiently high level of overall indicator of Social and Emotional Health (SEHS-T) as well as its domains: Belief-in-Self, Emotional Competence, Engaged Living. The level of teacher Resilience reached a moderate level. Significantly high positive correlations were established between teacher resilience and the overall social emotional index (rs = .585, p = .000), as well as between the resilience and social emotional domains: Engaged Living (rs = .560*, p = .000), Emotional Competence (rs = .448*, p = .000) and Belief-in-Self (rs = .515**, p = .000). The research did not find statistically significant differences by age, sex, or work experience. Conclusions. The teachers demonstrated a rather high level of social emotional health, a moderate level of resilience, and weak Belief-in-Others. It is recommended that teachers’ resilience is strengthened through interventional activities such as stress coping strategies, emotional awareness, and peer support skills training during the Covid-19 pandemic times.

Research on teachers’ resilience and social emotional health is important for quality learning and well-being at school, especially during the challenges of the COVID-19 pandemic. Research on mental health and resilience of teachers from Slovak republic, Latvia, and Lithuania was conducted as part of the ERASMUS+ project “Supporting Teachers to Face the Challenge of Distance Teaching” (2020-1-LV01-KA226-SCH-094599). Methodology. The primary goal of the first project phase was to assess social emotional health, so-called Covitality and resilience of teachers in elementary, secondary, and high schools in post-pandemic times and to focus on those areas which require significant support and development. 1,200 teachers, 400 from each participating country, took part in the research. Results were based on data from research methods: Resilience Scale (RS 14) and social-emotional health survey-teachers (SEHS-T) with the approval of the authors and with the consultation of M. J. Furlong, University of California, USA. Results. Teachers reported in all high level of social-emotional health overall indicator—Covitality, as well as enough high level in four of its domains: Belief in Self, Belief in Others, Emotional Competence, Engaged Living. Level of teachers’ resilience has reached a moderate level in all three participating countries. There were found high significant positive correlations between teachers’ resilience and overall covitality, as well as between resilience and covitality domains: Engaged living, Emotional Competence, and Belief in Self. Conclusions. Positive teacher strengths that were identified are self-regulation, empathy, cognitive reappraisal. Teachers demonstrated limits in resilience as a whole, in Belief in Others, especially in institutional and colleagues support, and in Engaged Living subscales gratitude, zest, and optimism. Identified weaknesses and limits will be used as a foundation for preparation of intervention activities for the teachers in the second project phase in 2022. These activities will target strengthening and support of mental health and resilience of teachers in participating East European countries.

Research on students’ social-emotional health is important for quality learning and well-being at school, especially during the challenges of the Covid-19 pandemic times. Purpose: to investigate younger school-age students’ social-emotional health, satisfaction with life, and perceived school climate in the Covid-19 pandemic crisis and the predominance of distance learning by longitudinal research strategy. Method: Social and Emotional Health Survey-Primary (SEHS-P; Furlong et al., 2013) and Multidimensional Students Life Satisfaction Scale (MSLSS; Huebner, 2001). The sample was 84 junior school-age students (10 –12 years old) from Lithuanian schools. The results and conclusions: The first months of the Covid-19 pandemic crisis led to the deterioration of social-emotional health and satisfaction of younger school-age students. However, after 8 months of the Covid-19 pandemic crisis (re-test), some improvements in students’ emotional health, satisfaction with life, and classroom microclimate were observed. No gender-based differences were identified among students. The results revealed positive and significant correlations between the younger school-age students’ social-emotional health, satisfaction with life, and perceived school climate; the conducted regression analysis showed that family plays a significant role in junior school students’ social-emotional health. The teachers’ support for distance learning students could have improved their classroom microclimate and the knowledge of students’ health status could have helped them to adapt to distance learning more effectively during the Covid-19 pandemic crisis.

Research on teachers’social emotional health and resilience is important for quality learning and well-being at school, especially during the challenges of the COVID-19 pandemic. Research on mental health and resilience of teachers from Latvia, Lithuania and Slovak Republic was conducted as part of the ERASMUS+ project “Supporting teachers to face the challenge of distance learning”. The primary goal of the first project phase to assess social emotional health, so-called covitality and resilience of teachers in elementary, secondary and high schools in post pandemic times and to focus on those areas which require significant support and development. 1200 teachers, 400 from each participating country, took part in the research. Results were based on data from research methods Social-emotional health survey-teachers (SEHS-T) and Resilience Scale. Teachers reported in all high level of social-emotional health overall indicator – covitality, as well as enough high level in four of its domains: belief in self, belief in others, emotional competence, engaged living. Level of teachers’ resilience has reached a moderate level in all three participating countries. There were found high significant positive correlations between teachers’ resilience and overall covitality, as well as between resilience and covitality. Positive teacher strengths that were identified are self-regulation, empathy, cognitive reappraisal. Identified weaknesses and limits will be used as a foundation for preparation of intervention activities for the teachers in the second project phase.